Research on Challenges of Task-based Language Teaching Implementation in Chinese Senior High School EFL Writing Course

Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i4.3874

Yilin Shang

The Middle School Attached to Northwestern Polytechnical University Xi'an , Shaanxi, China

Abstract

The National New Curriculum for China senior high school students intends to integrate information communication technology into English classes to cultivate students' English competence further. Technology-mediated TBLT, as the merger of task-based language teaching and ICT fits in the modern instruction paradigm. However, as a new teaching pedagogy, its implementation in EFL teaching has met some obstacles. Building on this, the study attempts to probe the current technology-mediated TBLT implementation in senior high school EFL teaching in a specific writing course. Moreover, the study aims to investigate the EFL teacher's and students' perceptions and implementation, as well as factors that impede the technology-mediated language teaching. The findings reveal that EFL teachers have a high perceptual understanding of the technology-mediated TBLT at the theoretical level. However, the discrepancies between perceptions and implementation are the main factors that impede its development. Meanwhile, EFL teachers are insufficient in ICT skills and are concerned with the current EFL teaching contexts, which also affects the implementation.

Keywords

task-based language teaching, EFL learning, information and communication technology

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