A Study on the Challenges of Implementing Task-Based Language Teaching in Chinese EFL Classrooms: A Literature Review

Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i4.3844

Siyuan Chen

Xianda College of Economics and Humanities, Shanghai International Studies University

Abstract

This study aims to explore the challenges of implementing Task-Based Language Teaching (TBLT) in Chinese English classrooms. Introduced relatively recently in China, TBLT has its roots in Western pedagogical practices. The research serves multiple stakeholders, including policymakers, educators, and English as a Foreign Language (EFL) learners. For policymakers, the findings may inform decision-making processes regarding curriculum frameworks and instructional strategies. Educators can utilize the insights gained to further investigate and develop strategies for effectively implementing TBLT in Chinese educational settings. The ultimate goal is to empower teachers to leverage TBLT, thereby enhancing the English proficiency of learners. The paper concludes with a series of recommendations to improve the effectiveness of TBLT. Despite its advantages, TBLT currently faces sub-optimal implementation in Chinese English classrooms, requiring significant reforms to realize its full potential.

Keywords

Task-Based language teaching, challenges in pedagogical implementation, English language teaching, EFL learners

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