Hu, Yiting (2024) Unveiling Perspectives: Primary School Teachers' Reflections on Task-Based Language Teaching in China. Asian Journal of Education and Social Studies, 50 (1). pp. 156-166. ISSN 2581-6268
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Abstract
This qualitative study offers a purposive exploration into the firsthand experiences of Grade 5 English teachers in Hebei Province, China, immersed in the implementation of task-based language teaching (TBLT). Through thematic analysis, the research identifies crucial themes—Learner-Centered Approach, Integration of Real-World Tasks, All Language Skills Integration, Reflective and Iterative Learning, Increased Student Engagement, and Improved Language Proficiency. These findings, deeply rooted in established TBLT principles, highlight the significance of tailored teaching, authentic tasks, and holistic language skill development. Despite inherent limitations, notably a confined sample size, the study's practical implications for curriculum design and teacher development underscore its relevance in advancing effective language education methodologies. This research contributes valuable insights, urging the thoughtful integration of TBLT principles into language education policies and practices.
Item Type: | Article |
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Subjects: | Opene Prints > Social Sciences and Humanities |
Depositing User: | Managing Editor |
Date Deposited: | 17 Jan 2024 11:48 |
Last Modified: | 17 Jan 2024 11:48 |
URI: | http://geographical.go2journals.com/id/eprint/3415 |