Korean College Students’ and a Teacher-Participant’s Reactions to TBLT
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This study investigates two things: (a) students’ and a teacher-participant’s reactions to the task-based lesson and (b) ways to localize TBLT in a Korean context based on their responses. Given the fact that not many studies have tested the feasibility of TBLT in Asian EFL contexts, the findings of this study will contribute to the knowledge base of TBLT. A module of task-based summary writing, grounded in needs analysis, was created and implemented among Korean university students. To achieve a follow-up perspective, students’ reactions were collected through open-ended questionnaires which covered the new approach after implementation. A teacher-participant’s (an observer) observations were added for a more comprehensive view. Three prominent advantages of TBLT were found: (a) it offers an opportunity to work/learn with other students; (b) it helps students learn easily and effectively through step-by-step procedures; and (c) it promotes two-way learning between teachers and students. The two greatest concerns about this approach were students’ lack of participation and students’ doubts regarding student-generated knowledge. Ways to fit the new approach into the Korean context were discussed based on the findings.
Abstract
This study investigates two things: (a) students’ and a teacher-participant’s reactions to the task-based lesson and (b) ways to localize TBLT in a Korean context based on their responses. Given the fact that not many studies have tested the feasibility of TBLT in Asian EFL contexts, the findings of this study will contribute to the knowledge base of TBLT. A module of task-based summary writing, grounded in needs analysis, was created and implemented among Korean university students. To achieve a follow-up perspective, students’ reactions were collected through open-ended questionnaires which covered the new approach after implementation. A teacher-participant’s (an observer) observations were added for a more comprehensive view. Three prominent advantages of TBLT were found: (a) it offers an opportunity to work/learn with other students; (b) it helps students learn easily and effectively through step-by-step procedures; and (c) it promotes two-way learning between teachers and students. The two greatest concerns about this approach were students’ lack of participation and students’ doubts regarding student-generated knowledge. Ways to fit the new approach into the Korean context were discussed based on the findings.
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