원문정보
초록
영어
This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its sociocultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.
목차
Introduction
Literature Review
Pedagogical Concerns: PPP vs. TBI Debate
Socio-cultural Perspective
Purpose of the Study
Methodology
Descriptions of the Action Research
Participants
Design of Hybrid Model
Textbook-focused portion of the course
Task-based instruction portion of the course
Data Collection
Ethical Considerations
Analytical Method
Results and Analysis
Part 1: About Students’ Past Experiences in English Classes
Part 2: About the Project
Emerging themes
Student Concerns and Issues Related to TBI
Discussion
Rationale for TBI in Japanese EFL Contexts
Conclusion
Limitations, Implications and Suggestions for Future Research
Acknowledgements
The Author
References
Appendix
Survey Questionnaire