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- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Jennifer X. Zeng
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2018 Vol.4(4): 261-271 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2018.4.4.185
DOI: 10.18178/IJLLL.2018.4.4.185
Enhancing Chinese EFL Learners’ Participation in Task-based Language Teaching: A Design-Based Research
Yi. Ji
Abstract—This design-based research study implemented and revised TBLT practices to enhance Chinese EFL learners’ task participation. One hundred and twenty two students at a Chinese university participated in this six-week study. Ten students were selected as the focus participants. Qualitative data collected from interviews, guided journals, class observation and students’ sample work disclosed the mismatches between Chinese sociocultural context and TBLT rationales in terms of learners’ participation. The Chinese teacher-centered and textbook-directed teaching style, the big class size of English classes in Chinese universities, and the traditional teaching method which integrated English and Chinese together, impeded students’ task participation in TBLT. The TBLT practices were redesigned in which students were encouraged to provide corrective feedback to each other, to participate under the clear division of responsibilities and to actively employ LREs to avoid L1 usage, and the teacher participated in students’ task performance as a facilitator by giving some useful feedback. The revised TBLT generated learners’ active and efficient participation, attention to tasks and reduction of their L1 usage. The present study develops a practical guideline about how to apply a western-based teaching method in the Chinese context effectively. In terms of students, this study offers insight into what they can do to better perform learning tasks so as to improve their English competence.
Index Terms—TBLT, learners’ task participation, Chinese sociocultural context, design-based research.
Yi. Ji is with Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton Victoria 3800 Australia (e-mail: yi.ji@monash.edu).
Index Terms—TBLT, learners’ task participation, Chinese sociocultural context, design-based research.
Yi. Ji is with Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton Victoria 3800 Australia (e-mail: yi.ji@monash.edu).
Cite: Yi. Ji, "Enhancing Chinese EFL Learners’ Participation in Task-based Language Teaching: A Design-Based Research," International Journal of Languages, Literature and Linguistics vol. 4, no. 4, pp. 265-271, 2018.