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Investigating EFL teachers' perceptions of task-based language teaching in higher education in China

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dc.contributor.author Liu, Yuying
dc.contributor.author Mishan, Freda
dc.contributor.author Chambers, Angela
dc.date.accessioned 2018-06-26T08:16:24Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/6919
dc.description peer-reviewed en_US
dc.description The full text of this article will not be available in ULIR until the embargo expires on the 04/10/2019
dc.description.abstract While task-based language teaching (TBLT) is a teaching methodology favoured by the Chinese Ministry of Education, it has not been sufficiently researched to be validated empirically in practice in the EFL classroom. Few studies have investigated teachers’ responses to TBLT in the Chinese college English context. This research contributes to addressing this gap by investigating EFL teachers’ perceptions of TBLT and assessing the current implementation of TBLT. A mixed-method methodology was used with quantitative and qualitative data collected via questionnaires and interviews. The findings show that there is potential for the positive implementation of TBLT in the Chinese context. Most of the Chinese ELT teachers surveyed hold positive views on TBLT implementation and report a high frequency of using TBLT. However, this study also reveals that the majority of the participants are not confident in their understanding of TBLT, though they are willing to undergo training. In addition, the study found that the public examination system is seen as one of the key reasons that impede the implementation of TBLT. The article concludes with a discussion of practical implications of the findings of this small-scale study on how successful implementation of TBLT can be encouraged in the Chinese context. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Language Learning Journal;
dc.relation.uri https://doi.org/10.1080/09571736.2018.1465110
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Language Learning Journal 2018 copyright Taylor & Francis, available online at: https://doi.org/10.1080/09571736.2018.1465110 en_US
dc.subject implementation; Chinese en_US
dc.subject Confucian-heritage en_US
dc.subject TBLT en_US
dc.subject task-based en_US
dc.subject Chinese EFL teachers’ perceptions en_US
dc.subject TBLT implementation en_US
dc.subject Chinese Confucian-heritage en_US
dc.title Investigating EFL teachers' perceptions of task-based language teaching in higher education in China en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2018-05-06T13:48:50Z
dc.identifier.doi 10.1080/09571736.2018.1465110
dc.date.embargoEndDate 2019-10-04
dc.embargo.terms 2019-10-04 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2741757
dc.internal.rssid 2870029
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Language Learning Journal
dc.description.status peer-reviewed


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