skip to main content
Idioma:

Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand

MCDONOUGH, KIM ; CHAIKITMONGKOL, WANPEN

TESOL quarterly, 2007-03, Vol.41 (1), p.107-132 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

Texto completo disponível

Citações Citado por
  • Título:
    Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand
  • Autor: MCDONOUGH, KIM ; CHAIKITMONGKOL, WANPEN
  • Assuntos: Academic learning ; Case Studies ; College instruction ; Course Descriptions ; Course Evaluation ; English (Second Language) ; English language learners ; Foreign Countries ; Language ; Language Teachers ; Learning strategies ; Outcomes of education ; Qualitative Research ; Second Language Learning ; Student Attitudes ; Task Analysis ; Teacher Attitudes ; Teachers ; Teaching Methods ; Thailand
  • É parte de: TESOL quarterly, 2007-03, Vol.41 (1), p.107-132
  • Notas: istex:9B448BE6F3B192E0BA6BB5B343B961B16953902D
    ark:/67375/WNG-N1VP2S73-Z
    ArticleID:TESQ42
    Kim McDonough is an assistant professor of applied linguistics in the Department of English at Northern Arizona University. Her research and teaching interests include interaction and second language development and task‐based language teaching.
    Wanpen Chaikitmongkol is an assistant professor in the English Department at Chiang Mai University. Her research and teaching interests include task‐based language teaching and learning‐strategies instruction.
    ObjectType-Article-1
    SourceType-Scholarly Journals-1
    content type line 23
    ObjectType-Report-2
  • Descrição: Although many studies have described the L2 learning opportunities created by individual tasks, considerably less research has investigated task‐based syllabi and courses (Bruton, 2002; Candlin, 2001; Ellis, 2003; Skehan, 2003). This case study investigated teachers' and learners' reactions to a task‐based EFL course at a Thai university. A team of Thai EFL teachers created the syllabus, which was pilot tested and revised before being introduced universitywide. For this study, we collected the teachers' and learners' impressions about the course over a 12‐month period during the pilot testing and revision phases. We identified their reactions using a qualitative analysis of oral and written data elicited through (a) task evaluations, (b) learning notebooks, (c) observations, (d) course evaluations, and (e) interviews. The findings indicate that, despite initial reservations, they believed the course encouraged learners to become more independent and addressed their real world academic needs. Implications for the implementation of task‐based language teaching in other EFL contexts are discussed.
  • Editor: Oxford, UK: Blackwell Publishing Ltd
  • Idioma: Inglês
Links
Voltar para lista de resultados

  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

Buscando em bases de dados remotas. Favor aguardar.