Contextualization and authenticity in TBLT: Voices from Chinese classrooms

TLDR

Debates continue over the future of task‑based language teaching (TBLT) in English‑as‑a‑foreign‑language contexts. This study presents a detailed case study of teacher beliefs and practices regarding TBLT in a Chinese secondary school with a long history of communicative and task‑based approaches. Using a mixed‑methods design, the authors collected interviews, material analyses, and observations coded with a task‑focused version of the COLT scheme. Teachers held positive beliefs and strong institutional support for TBLT, yet displayed inconsistent practices, especially with beginners, and lacked confidence in using tasks beyond a communicative add‑on, indicating a need to foster teacher autonomy for authentic contextualization.

Abstract

In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the scheme ‘Communicative Orientation of Language Teaching’ (COLT). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue that this demonstrates a need for building teacher autonomy, in implementing TBLT, even in supportive settings, to support successful authentic contextualizing TBLT principles in different EFL contexts.