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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 2 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 Abstract: Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience. Keyword: Task-based language teaching; TBLT; Teacher cognition; Teacher education; Teacher professional development URL: http://hdl.handle.net/10063/8657 BASE Hide details 3 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 4 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 5 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 6 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 7 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 8 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details 9 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 10 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 11 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 12 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 13 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 14 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 15 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 16 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 17 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details

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