How Task-Based Language Teaching (TBLT) Works in ELT Classrooms: A Case Study of Grade-8 Students at Junior

Abstract

This study is qualitative research that aimed to explore opinions and factors affecting Task-Based Language Teaching (TBLT) instruction in non-native English classrooms. The research was conducted through semi-structured interviews with three Chinese teachers and classroom observation of three English classes at three junior middle schools in Yunnan Province, China. The results revealed that TBLT met requirements of the country’s new curriculum standard. The teachers’ positive attitudes towards TBLT and their cognition of the instructional method were derived from theoretical knowledge and understanding without systematic training. Factors such as teachers’ teaching skills, ability to use teaching materials, unpractical evaluation systems and students’ uneven English skills affected the implementation of TBLT in English classes. Some important problems revealed by the findings were discussed and suggested.