Challenges in the implementation of

Challenges in the implementation of TBLT

Learner-generated challenges to the implementation of TBLT

Research has shown that learners believe in the importance of grammar and prefer systematic and explicit grammar instruction in language learning (Carless, 2007; Lai, Zhao, & Wang, 2011). This preference is in conflict with the TBLT method, which encourages learning language by using it as a means of communication rather than treating the language as an object of study by sequentially presenting grammatical items (Long & Robinson, 1998). A lack of primary focus on explicit grammar instruction in TBLT results in learners’ dissatisfaction (Lai et al., 2011; Lopes, 2004). For instance, McDonough and Chaikitmongkol (2007) investigated learners’ reactions to a task-based course in a Thai university and found that learners initially reacted negatively to TBLT because it did not include the explicit grammar instructions they expected.

Additionally, learners’ preferred ways of learning have been found to be at odds with TBLT. In TBLT, learners are expected to take initiative to solve language-related issues by interacting and collaborating with other learners, while teachers act as a co-operator or organiser to facilitate this process. However, research has found that learners are accustomed to their habitual learning styles and prefer to interact with the teacher, receiving confirmation, correction, and encouragement this way (Burrows, 2008; Zhang, 2007). Lower proficiency in the target language is also a challenge for TBLT (Carless, 2003; Li, 1998). For example, Bao (2012) identified learners’ low proficiency as one of the significant challenges when implementing TBLT in a lower secondary beginner CFL class.

Context-generated challenges to the implementation of TBLT

The effect of context on the implementation of certain methodological approach is pervasive.

Indeed, substantial research has revealed the conflict between TBLT and the local contexts. For instance, when traditional examination requirements such as grammar-based tests are still popular (Li, 1998), and educational traditions value the role of teachers in knowledge transmission and classroom management (Bruton, 2005; Deng & Carless, 2009), TBLT faces additional difficulties. In TBLT, learners are encouraged to learn by interacting with other learners, and to deduce grammatical items through the interactional meaning-making process instead of the teacher’s lecture. These conflicts require TBLT to adjust itself to fit the local context. For example, Carless (2007) suggests that TBLT should be implemented in a weak form, with ‘tasks’ used as ‘an adjunct to structure-based teaching’ (Skehan, 2003, p. 1), in order to be compatible with the Hong Kong learning context.

Challenges have also been identified in relation to the educational institutions, including a lack of task-based teaching materials (Leaver & Kaplan, 2004), lack of syllabus time available (Bao & Kirkebæk, 2013; McDonough & Chaikitmongkol, 2007), and the low prioritisation of the course by students and administration (Bao, 2012). For instance, the lack of appropriate materials has demotivated teachers to implement TBLT because it required them to invest more time to develop and prepare their own tasks (Li, 1998). The lack of syllabus time support has similarly discounted TBLT, as teachers’ focus on completing the requirements of the syllabus left little time for task completion or for sufficient explanation on questions generated from tasks (Bao & Kirkebæk, 2013; Carless, 2003). Furthermore, TBLT’s success was challenged by a lack of official obligation for learners, due to the low prioritisation of the course by students in lower secondary schools (Bao, 2012).

Overall, we can see that TBLT benefits learners in a number of ways; however, research has also shed light on challenges that arise when TBLT is applied in certain social contexts. It follows that TBLT’s success is affected by the context. Thus, to have a better understanding of TBLT and to effectively implement it in a broader context, more research is needed.

The current study addressed this need by pursuing the following research questions: