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Implementation of a Localized Task-Based Course in an EFL Context : A Study of Students’ Evolving Perceptions / Youjin Kim,
Yeonjoo Jung, Nicole Tracy-Ventura.
// Tesol Quarterly Volume 51, Issue 3 September 2017. 2017.p. 632–660. Despite a strong pedagogical orientation, the majority of research examining the effectiveness of task-based language teaching (TBLT) and perceptions toward TBLT has been investigated in isolation rather than embedded in larger curricular contexts (McDonough, 2015). The current study examines the process of developing a TBLT curriculum in South Korea and evolving perceptions toward this particular semester-long task-based course of students from one intact university class. Dynamic systems theory is used to investigate students’ evolving perceptions of the new task-based course using two longitudinal data sources, surveys and portfolios. End-of-task unit surveys from 27 students and one focal participant s portfolio entries were analyzed both quantitatively and qualitatively. Findings demonstrate that students’ perceptions toward TBLT changed over time and that diverse factors affected how learners feel about task-based instruction. Findings are discussed in light of developing localized TBLT curricula.
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