This study delves into the reactions and perceptions of educators in response to the implementation of a task-based survey and presentation course. Task-based language teaching (TBLT) has gained recognition as an effective pedagogical approach for language education. In this research, qualitative and quantitative methods were employed to gather data on educators' experiences, challenges, and views concerning the integration of TBLT principles into the course curriculum. The findings illuminate the educators' perspectives and provide valuable insights into the effectiveness of TBLT in enhancing language learning and teaching practices.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 14-21). Cambridge University Press.
Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context: Integrating theory and practice (pp. 9-54). Multilingual Matters.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.