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Article In: TASK: Online-First Articles

EFL teacher perceptions on task design and technological support for lesson planning

ORCiD logo with link | Universitat Internacional de Catalunya, Spain
ORCiD logo with link | Universitat de Barcelona, Spain
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Abstract
The study contributes to the research–pedagogy dialogue by exploring the perceptions of 18 English as a Foreign Language (EFL) freelance teachers regarding Task Based Language Teaching (TBLT) informed task design for lesson planning and the appropriation of pedagogic technology. By administering questionnaires, semi-structured interviews, and think-aloud protocols, the study analyzes teachers’ training, conceptions of tasks, and evaluation of taskGen, an online, automated task design tool (https://​taskgen​.eu). Results reveal a lack of strategic lesson planning among most participants, with limited use of communicative tasks. Decisions behind lesson planning, task design, and technology integration vary, depending on training, time resources, and financial burden. These findings highlight the need for task design support and offer insight into teacher development and technology innovation in language teaching.
Article outline
  • Introduction
  • Literature review
  • TBLT development and implementation
  • TBLT theory
  • Defining and designing tasks for lesson planning
  • Technology-mediated TBLT and teacher’s appropriation of technology
  • Effects of teacher’s beliefs and perceptions on practice
  • Integrating teachers into research
  • Methodology
    • Background
    • Design context
    • Participants
    • Participant recruitment and general description
    • Ethics clause
  • Instruments
    • Teacher background questionnaire
    • Semi-structured interviews
    • Think-aloud protocol
  • Data collection and analysis
  • Results and discussion
  • Perceptions on lesson planning
    • Did you receive training explicitly for lesson planning?
    • What is your starting point for lesson planning?
    • Perceptions on pedagogic tasks and task design
      • What is a “task” as defined by you?
      • What are your perceptions of task design?
    • Comparing teacher processes and needs for task design
    • Perceptions on technological innovation and appropriation
      • What kind of technology do you rely on as a language teacher?
      • How do you integrate technology into the process of lesson planning?
      • What do you look for when appropriating technology?
  • Implications
  • Limitations
  • Future research
  • Author queries
  • References
References (41)
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