Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching

2023/07/28 by Tatiana Becerra Posada, Diana Arroyo · 1 voice
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Second Language Learning and Teaching #Multilingual Education and Policy

paper · pdf · doi:10.15446/profile.v25n2.103146

openalex publication_date 2023/07/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/11

Abstract

This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers’ lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.

Citations

• Legislation by Hypothesis: The Case of Task-Based Instruction
• Research into practice: The task-based approach to instructed second language acquisition
• Position paper: Moving task-based language teaching forward
• Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines
• Some directions for the possible survival of TBLT as a real world project

Discussions

• 🗣️Questions for discussion 💡 This paper highlights the importance of context-sensitive teacher education and the need to bridge theory with real classroom realities. 🔗Full paper: doi.org/10.15446/p [bsky, 0 points, 0 comments]