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"In a New Normal Situation, a New Approach": Mid-Pandemic EFL Teacher Perspectives on Implementing Task-Based Language Teaching in EAP Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"In a New Normal Situation, a New Approach": Mid-Pandemic EFL Teacher Perspectives on Implementing Task-Based Language Teaching in EAP Courses./
Author:	Siddiqui, Tamoha Binte.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	103 p.
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28715516
ISBN:	9798538124121

"In a New Normal Situation, a New Approach": Mid-Pandemic EFL Teacher Perspectives on Implementing Task-Based Language Teaching in EAP Courses.
Siddiqui, Tamoha Binte.

"In a New Normal Situation, a New Approach": Mid-Pandemic EFL Teacher Perspectives on Implementing Task-Based Language Teaching in EAP Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 103 p.

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.A.)--Michigan State University, 2021.

This item must not be sold to any third party vendors.

Scarce research exists with regards to TBLT implementation in EAP courses, especially those courses held in EFL settings. Hence, this study explores the extent to which EAP teachers from an EFL country, Bangladesh, hold beliefs that align with core TBLT principles, as well as their levels of receptiveness to using tasks in the classroom. In this mixed methods study, data was collected from 30 tertiary-level EAP teachers in Bangladesh using a questionnaire survey and follow-up interviews. A convergent mixed methods analysis was used to triangulate the data and verify the findings. Results showed that participants agreed with core TBLT principles from a moderate to high level, and consistently favored use of tasks over traditional activities. Moreover, teacher beliefs and practices seem to have become further aligned with core TBLT tenets in light of the COVID-19 pandemic and subsequent shift to online teaching. I conclude the study by highlighting a number of implications for EFL teaching contexts. Additionally, I suggest that teacher and student autonomy need to be nurtured not only during curriculum development and implementation, but also in theoretical and research design.

ISBN: 9798538124121Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Pandemic

"In a New Normal Situation, a New Approach": Mid-Pandemic EFL Teacher Perspectives on Implementing Task-Based Language Teaching in EAP Courses.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 103 p.
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Winke, Paula.
502 $a Thesis (M.A.)--Michigan State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Scarce research exists with regards to TBLT implementation in EAP courses, especially those courses held in EFL settings. Hence, this study explores the extent to which EAP teachers from an EFL country, Bangladesh, hold beliefs that align with core TBLT principles, as well as their levels of receptiveness to using tasks in the classroom. In this mixed methods study, data was collected from 30 tertiary-level EAP teachers in Bangladesh using a questionnaire survey and follow-up interviews. A convergent mixed methods analysis was used to triangulate the data and verify the findings. Results showed that participants agreed with core TBLT principles from a moderate to high level, and consistently favored use of tasks over traditional activities. Moreover, teacher beliefs and practices seem to have become further aligned with core TBLT tenets in light of the COVID-19 pandemic and subsequent shift to online teaching. I conclude the study by highlighting a number of implications for EFL teaching contexts. Additionally, I suggest that teacher and student autonomy need to be nurtured not only during curriculum development and implementation, but also in theoretical and research design.
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653 $a Teacher perspectives
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