University Lecturers’ Task-Based Language Teaching Beliefs and Practices

The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured...

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Published in:Education sciences 2021-11, Vol.11 (11), p.748
Main Authors: Lam, Huong Thi Lan, Nguyen, Son Van, Nguyen, Hong Anh Thi
Format: Article
Language:English
Subjects:
Barriers
Beliefs
Class Activities
Class Size
Classroom Environment
Classrooms
College Faculty
Communication
Communication (Thought Transfer)
Curricula
Education
Educational Facilities Improvement
EFL teachers
Elementary Secondary Education
Engineering Education
English (Second Language)
English as a second language instruction
English Instruction
English Teachers
Foreign Countries
Foreign language learning
Grammar
Higher education
Inferences
Innovation
Instructional Effectiveness
Instructional Materials
Interpersonal Relationship
Language instruction
Language Skills
Language Teachers
Listening Skills
Literature Reviews
Material Development
Pedagogy
Positive Attitudes
practice
Professional development
Second Language Instruction
Second Language Learning
Students
Task Analysis
Task-based language teaching
Teacher Attitudes
Teacher Characteristics
Teacher Qualifications
Teachers
Teaching Experience
Teaching Methods
Vietnam
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creator Lam, Huong Thi Lan
Nguyen, Son Van
Nguyen, Hong Anh Thi
description The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.
doi_str_mv 10.3390/educsci11110748
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source Social Science Premium Collection; Linguistics and Language Behavior Abstracts (LLBA); Education Collection; Coronavirus Research Database; ProQuest Publicly Available Content database
subjects Barriers
Beliefs
Class Activities
Class Size
Classroom Environment
Classrooms
College Faculty
Communication
Communication (Thought Transfer)
Curricula
Education
Educational Facilities Improvement
EFL teachers
Elementary Secondary Education
Engineering Education
English (Second Language)
English as a second language instruction
English Instruction
English Teachers
Foreign Countries
Foreign language learning
Grammar
Higher education
Inferences
Innovation
Instructional Effectiveness
Instructional Materials
Interpersonal Relationship
Language instruction
Language Skills
Language Teachers
Listening Skills
Literature Reviews
Material Development
Pedagogy
Positive Attitudes
practice
Professional development
Second Language Instruction
Second Language Learning
Students
Task Analysis
Task-based language teaching
Teacher Attitudes
Teacher Characteristics
Teacher Qualifications
Teachers
Teaching Experience
Teaching Methods
Vietnam
title University Lecturers’ Task-Based Language Teaching Beliefs and Practices
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