Chinese college EFL teachers’ perceptions and practices towards Task-based language teaching

Abstract

The concept of Task-based Language Teaching (TBLT) has been introduced into various educational programs worldwide since the 20th century. However, challenges and difficulties tend to arise when Chinese college English teachers accept TBLT as an innovation in curriculum. Therefore, this paper attempts to conduct a small case study in one Chinese regular university to explore English teachers’ beliefs, attitudes and challenges towards TBLT. The data were collected through class observation and semi-structured interviews. Study findings showed that participants have a clear understanding of TBLT concepts. However, they displayed both similar and different views towards problems and solutions in TBLT class. Based on the findings, some pedagogical suggestions have been offered which can provide some insights into the effective design and implementations of TBLT in Chinese context.