Teachers' and Learners' Reactions to a Task‐Based EFL Course in Thailand
Bibliographic Data
| ID | 10817048 |
|---|---|
| Authors | Kim Mcdonough (0000-0003-3165-9687, Northern Arizona University), WANPEN CHAIKITMONGKOL (American College of Chest Physicians) |
| Year | 2007 |
| Volume | 41 |
| Issue | 1 |
| Pages | 107-132 |
| Publication date | 2007-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/j.1545-7249.2007.tb00042.x |
| OpenAlex | W2117308166 |
| Language | EN |
| Citations received | 28 |
| References cited | 41 |
Although many studies have described the L2 learning opportunities created by individual tasks, considerably less research has investigated task‐based syllabi and courses (Bruton, 2002; Candlin, 2001; Ellis, 2003; Skehan, 2003). This case study investigated teachers' and learners' reactions to a task‐based EFL course at a Thai university. A team of Thai EFL teachers created the syllabus, which was pilot tested and revised before being introduced universitywide. For this study, we collected the teachers' and learners' impressions about the course over a 12‐month period during the pilot testing and revision phases. We identified their reactions using a qualitative analysis of oral and written data elicited through (a) task evaluations, (b) learning notebooks, (c) observations, (d) course evaluations, and (e) interviews. The findings indicate that, despite initial reservations, they believed the course encouraged learners to become more independent and addressed their real world academic needs. Implications for the implementation of task‐based language teaching in other EFL contexts are discussed
Course (navigation) · Mathematics education · Pedagogy · Qualitative property · Syllabus · Task (project management) · Task Analysis · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
TBLT , Engagement, and Group Synchronicity
Language Program Evaluation
Program Evaluation
Task‐Based Learning
Task-Based Language Teaching
M. Long
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Feature Article
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Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view
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Task‐based language teaching
Investigating task difficulty
Implementation of task-based language teaching in Chinese as a foreign language
A good all-round French workout” or “a massive stress”
Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark
Listening should be done communicatively
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement
Sharing, collaborating, and building trust
Replication research in computer-assisted language learning
Reflecting on task-based language teaching from an Instructed SLA perspective
Learner attitudes and attention to form in peer interaction
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Implementation of a Localized Task‐Based Course in an EFL Context
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Second language pedagogy
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Handbook of qualitative research
The Handbook of Second Language Acquisition
Input and Interaction
Cognition and tasks
The Role of the Linguistic Environment in Second Language Acquisition
Research design
The art of case study research
A Framework for the Implementation of Task-based Instruction
Metacognitive Knowledge and Language Learning1
Legislation by Hypothesis
Task complexity, task difficulty, and task production
Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review
Learning in the Field
Teacher identified factors affecting the implementation of an EFL innovation in Greek public secondary schools
Learner-learner interaction during pair and small group activities in a Thai EFL context
Continuing change after the innovation
Factors in the implementation of task-based teaching in primary schools
Language learning strategies
Task-based instruction
Second language learning as a mediated process
Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools
Three Approaches to Task-Based Syllabus Design
A Critical Analysis of the Advocacy of the Task-Based Syllabus
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It's Always More Difficult Than You Plan and Imagine
Managing Systemic Curriculum Change
Can Strategy Instruction Improve Listening Comprehension
Introduction
Effectiveness of L2 Instruction
| Unique citing works | 28 |
|---|---|
| Citations per year | 1,56 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |