Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency
(1) Universitas Brawijaya
(2) Universitas Brawijaya
(*) Corresponding Author
Abstract
While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.
Keywords
Full Text:
PDFReferences
Adiantika, H. N., & Purnomo, H. (2018). The implementation of task-based instruction in EFL teaching speaking skill. Indonesian EFL Journal, 4(2), 12-22.
Ahmad, H, & Shah, S. R. (2022). Teacher agency and professional development: a study on cambridge English teacher program in the Arabian Gulf. Cogent Education, 9(1).
Akramy, S. A. (2022). Shocks and aftershocks of the COVID-19 pandemic in Afghanistan higher education institutions. Cogent Arts & Humanities, 9(1), 2029802.
Aliasin, S. H., Saeedi, Z., & Pineh, A. J. (2019). The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style. Cogent Education (2019), 6: 1589413 https://doi.org/10.1080/2331186X.2019.1589413.
Amin, F. M., & Zulfitri, Z. (2022). Emergency remote teaching during COVID-19 crisis: an analysis of EFL students’ engagement in Aceh. Englisia: Journal of Language, Education, and Humanities, 9(2), 46-59.
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture, and Curriculum, 28(3).https://doi.org/10.1080/07908318.2015.1058392.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). New York: Pearson.
Butler, Y. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36–57. DOI:10.1017/S0267190511000122.
Bygate, M. (2015). Sources, developments and directions of task-based language teaching, The Language Learning Journa., DOI: 10.1080/09571736.2015.1039566
Bygate, M. (2016). Sources, developments and directions of task-based language teaching. The language learning journal, 44(4), 381-400.
Cohen, L., Manion, L., & Morrison, K. (Eds). (2000). Research Methods in Education. Routledge Falmer.
Dunham, S., Lee, E., & Persky, A. M. (2020). The psychology of following instructions and its implications. American Journal of Pharmaceutical Education, 84(8).
East, M. (2016). Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal. http://dx.doi.org/10.1080/09571736.2016.1221440.
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Jeon, I-J., & Hahn, J-W. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: a case study of Korean secondary school classroom practice. Korea: Mokpo National university. The Asian EFL Journal, 8(1).
Ji, Y. (2017). Task-based language teaching (TBLT) in Asian EFL classes: challenges and strategies. In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017) (pp. 152-164). Atlantis Press.
Liu, Y., Mishan, F., & Chambers, A. (2018). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal https://doi.org/10.1080/09571736.2018.1465110.
Maulana, M.I. (2021). Task-based language teaching; potential benefits and possible criticisms in Indonesian contexts. Journal of English Teaching and Learning Issues, 4(2), DOI: 10.21043/jetli.v4i2.12183.
Nunan, D. (2004). Task-based Language Teaching. Cambridge: Cambridge University Press.
Nurhayati, D. A. W. (2019). Learning basic grammar using task- based learning: a perspective on analyzing online media text. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1).
Prianty, T., Ngadiso, N., & Wijayanto, A. (2021). Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach. Pedagogy: Journal of English Language Teaching, 9(1), 26-37.
Rahmawati, A. (2018). EFL students' critical thinking in speaking activities (a descriptive study at English conversation club (ECC) in SMAN 1 Maja). Journal of English Language Learning, 2(2), 318851.
Richards, J. C, & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press
Ro, E. (2016). Exploring teacher’s practices and student’s perceptions of the extensive reading approach in EAP reading classes. Elsevier Journal of English for Academic Purposes, 22, 32-41.
Salehudin, M., Arifin, A., & Napitupulu, D. (2021). Extending Indonesia Government Policy for E-Learning and Social Media Usage. Pegem Journal of Education and Instruction, 11(2), 14-26.
Saputra, D. B. (2020). Teachers’ reflection towards current issues on grammar teaching and learning: EFL teachers’ voices. Journal of English Language Studies, 5(2), 90-105.
Sholeh, M. B., Salija, K., Sahril. (2021). Indonesian EFL learners’ attitudes and perceptions on task-based language teaching. Lublin Studies in Modern Languages and Literature, 45(3).
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181. https://doi.org/10.1017/S0267190515000070
Vellanki, S. S., & Bandu, S. (2021). Engaging students online with technology-mediated task-based language teaching. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
Xu, J, & Fan, Y. (2021) Finding success with the implementation of task- based language teaching: the role of teacher agency. Language, Culture, Curriculum DOI: https://doi.org/10.1080/07908318.2021.1906268.
Xue, S. (2020). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning Environments, 1-14.
Yin, R. K. (2003). Case Study Research: Design and Methods (3rd Ed.). Sage.
DOI: http://dx.doi.org/10.30998/scope.v7i1.13854
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Dias Fatatin Birrina, Ive Emaliana
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License