Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand

Autor/inn/en	McDonough, Kim; Chaikitmongkol, Wanpen
Titel	Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 41 (2007) 1, S.107-132 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Foreign Countries; Language Teachers; English (Second Language); Second Language Learning; Task Analysis; Teaching Methods; Case Studies; Teacher Attitudes; Student Attitudes; Course Descriptions; Qualitative Research; Course Evaluation; Thailand + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten; Schülerverhalten; Kursstrukturplan; Qualitative Forschung
Abstract	Although many studies have described the L2 learning opportunities created by individual tasks, considerably less research has investigated task-based syllabi and courses (Bruton, 2002; Candlin, 2001; Ellis, 2003; Skehan, 2003). This case study investigated teachers' and learners' reactions to a task-based EFL course at a Thai university. A team of Thai EFL teachers created the syllabus, which was pilot tested and revised before being introduced universitywide. For this study, we collected the teachers' and learners' impressions about the course over a 12-month period during the pilot testing and revision phases. We identified their reactions using a qualitative analysis of oral and written data elicited through (a) task evaluations, (b) learning notebooks, (c) observations, (d) course evaluations, and (e) interviews. The findings indicate that, despite initial reservations, they believed the course encouraged learners to become more independent and addressed their real world academic needs. Implications for the implementation of task-based language teaching in other EFL contexts are discussed. (Contains 1 table and 5 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10