Unveiling Perspectives: Primary School Teachers' Reflections on Task-Based Language Teaching in China
Yiting Hu *
School of Education, Taylor's University, Subang Jaya, Selangor, Malaysia.
*Author to whom correspondence should be addressed.
Abstract
This qualitative study offers a purposive exploration into the firsthand experiences of Grade 5 English teachers in Hebei Province, China, immersed in the implementation of task-based language teaching (TBLT). Through thematic analysis, the research identifies crucial themes—Learner-Centered Approach, Integration of Real-World Tasks, All Language Skills Integration, Reflective and Iterative Learning, Increased Student Engagement, and Improved Language Proficiency. These findings, deeply rooted in established TBLT principles, highlight the significance of tailored teaching, authentic tasks, and holistic language skill development. Despite inherent limitations, notably a confined sample size, the study's practical implications for curriculum design and teacher development underscore its relevance in advancing effective language education methodologies. This research contributes valuable insights, urging the thoughtful integration of TBLT principles into language education policies and practices.
Keywords: Task-Based language teaching, English teachers, reflective practices