Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom Practice
Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom Practice
Keywords: Task-based language teaching (TBLT), teachers’ perceptions, classroom practice, task-based activities, task performance, small group work
In-Jae Jeon & Jung-won Hahn
Mokpo National University, Korea
Bio Data
In-Jae Jeon has taught English as a foreign language for 18 years in Korean secondary schools and now works as an EFL instructor at Mokpo National University in South Korea. He has a BA in English from Kongju National Teachers’ College, MA in English literature from Mokpo National University, and PhD in English language education from Mokpo National University. His major concerns are curriculum development and textbook material evaluation in EFL contexts.
Dr. Jung-won Hahn is a professor of Mokpo national university, South Korea. She has been teaching English as a foreign language in Mokpo national university for more than 25 years. Her major concerns are textbook analysis and language teaching methodology.
The purpose of this study is to explore EFL teachers’ perceptions of task-based language teaching (TBLT) in a Korean secondary school context. The data for this study were collected through questionnaires from a total of 228 teachers at 38 different middle and high schools in Korea. The survey was conducted from August through October of the 2005 academic year, and the data were analyzed quantitatively and qualitatively. The overall findings of the survey show that the majority of respondents have a higher level of understanding about TBLT concepts, regardless of teaching levels, but that there exist some negative views on implementing TBLT with regard to its classroom practice. Additionally, some useful implications are proposed based on research findings in order to help teachers and teacher trainers to construct and implement TBLT more effectively.
Category: Main Editions, Volume 8 Issue 1
