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دوره 14، شماره 1 - ( 1402 )
جلد 14 شماره 1 صفحات 112-89 |
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Nguyen T A, Nguyen L T, Vo A P. Vietnamese EFL Secondary School Teachers’ Perceptions of Task-Based Language Teaching. LRR 2023; 14 (1) :89-112
URL: http://lrr.modares.ac.ir/article-14-58693-fa.html
URL: http://lrr.modares.ac.ir/article-14-58693-fa.html
Nguyen Thi Anh، Nguyen Luan Thanh، Vo Anh Phuong. Vietnamese EFL Secondary School Teachers’ Perceptions of Task-Based Language Teaching. جستارهای زبانی. 1402; 14 (1) :89-112
1- PhD Can Tho University ، nathi@ctu.edu.vn
2- PhD Ho Chi Minh City Open University
3- Master BBSmart Center of Foreign Languages
2- PhD Ho Chi Minh City Open University
3- Master BBSmart Center of Foreign Languages
چکیده: (1683 مشاهده)
Research on Task-based Language Teaching (TBLT) has received much attention in language education in Vietnam. However, research on investigating perceptions of secondary school teachers towards TBLT implementation in the Mekong Delta, Vietnam is still scarce. The current study investigates secondary school English as a Foreign Language (EFL) teachers’ understandings of task concept and TBLT principles. It also explores teachers’ attitudes and concerns in implementing TBLT. Ninety-eight secondary school EFL teachers participated in the study. Framed by TBLT principles adapted from Nguyen, Jaspaert and Van den Branden (2018), a survey was used to collect quantitative data. The results indicated that the teachers generally had a high level of understanding of task concept and TBLT principles. In addition, they showed positive views on implementing TBLT in their practices. The results also addressed teachers’ concerns in implementing TBLT into their teaching practices including time constraints, the mismatch between the reform goals proposed by the Ministry of Education and Training (MoET) and current teaching policies at the secondary school level as well as the large class size. Accordingly, insightful implications for a better TBLT implementation in Vietnam and similar contexts elsewhere have been taken into consideration.
واژههای کلیدی: task، task-based language teaching، teachers’ perceptions، Vietnamese policies of education reforms
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