Results 31 to 40 of about 27,627,710 (155)

Orienting to pedagogical innovation: A case study of Vietnamese teachers' beliefs and practices regarding Task-based Language Teaching [PDF]

, 2013
Although research into language teacher cognition has become a well-established domain of inquiry for applied linguists over the past few decades, few in-depth studies have explored language teachers’ beliefs regarding task-based language teaching (TBLT).
Nguyen, Gia Viet
core  

Using Virtual Exchange for Teaching BELF Pragmatics: Developing an Online Negotiation Activity

TESOL Quarterly, EarlyView.
Abstract Teaching Business English (BE) is experiencing a paradigm shift to reflect the communicative needs of the global workplace. With the majority of interactions in English now taking place among multilingual speakers, there are increasing calls to integrate perspectives of English as a business lingua franca (BELF) into English language and ...
Miya Komori‐Glatz, Kaisa S. Pietikäinen   +1 more
wiley   +1 more source

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

Australian Journal of Applied Linguistics
In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness.
Cheng Yao, Supawadee Kanjanakate, Nirat Jantharajit   +2 more
doaj   +1 more source

Blended Task-Based Language Teaching in Maritime English: Voices of Indonesian Seafarer Upgrading Program Students [PDF]

Blended learning in maritime education, particularly in the Seafarer Upgrading Program, faces challenges in adapting effective teaching methods for Maritime English (ME) instruction.
Mahardhika Andiansyah,Issy Yuliasri ,Widhiyanto,Sri Wahyuni
core   +1 more source

Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time ...
Reza Yadollahpour, Mostafa Pourhaji, Michael Sadeghi   +2 more
wiley   +1 more source

Task-based Language Teaching and Focus on Form [PDF]

, 2015
This paper examines the role of focus on form in Task- based language teaching (TBLT). It discusses the importance of TBLT with regard to second language acquisition and language pedagogy.
Golshan, Mohammad
core   +1 more source

The Implementation of Task-Based Language Teaching Principles in Speaking Class

Cakrawala: Jurnal Pendidikan, 2022
In teaching speaking for EFL, teacher has to consider a strategy that exposes students to speaking practices. This study aims to determine the implementation of Task-Based Language Teaching (TBLT) principles in English learning, especially speaking. The
Tia Khoerul Awwal, Noeris Meiristiani, Rofiudin Rofiudin   +2 more
doaj   +1 more source

Exploring Interactions Between Young Chinese as Second Language Learners and Chinese‐Speaking Students in Hong Kong: Influence of Interlocutor and Patterns of Interaction

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Oral interaction plays a facilitative role in second language acquisition. While numerous studies have explored adult learners’ interactions, research that has examined young learners’ interactions, especially among Chinese as a second language learners (CSLs), is lacking. This study focused on CSLs and Chinese‐speaking students (CSSs) in Hong
Jing Yan
wiley   +1 more source

Task-Based Language Teaching (TBLT) and the Japanese English Classroom [PDF]

, 2013
Task-based language teaching (TBLT) has been in the spotlight in recent years in Japanese English education for its potential to promote language learning in communicative ways.
KOTAKA, Masae
core   +1 more source

Individual Differences and Task Complexity in Second Language Writing: A Methodological Review

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This article provides a methodological review of empirical studies on second language (L2) writing and task complexity that have investigated the role of learner individual differences (IDs) in L2 writing processes and outcomes. Thirty journal articles published between 2005 and 2025 were coded for key theoretical, methodological (including ID
Janire Zalbidea, Bernard I. Issa
wiley   +1 more source