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Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University

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Abstract

This study is based on a large-scale research project concerning a task-based blended language learning programme for first-year Business English undergraduate students in a university in Northwest France. The programme is entering its fourth year (it was extended to third-year students in January 2011). The project is funded by the Région des Pays de la Loire and involves a team of ten researchers.The team have found encouraging results concerning learner involvement and satisfaction. However, as teachers play a key role in the successful implementation of any innovative programme, this study aims to explore the teachers’ attitudes to their changing and increasingly complex roles within that environment. It examines teachers’ self-perceptions and attitudes to learning and teaching, after two years of implementing the programme, involving as it did a change from face-to-face teacher-centred approaches to computer-mediated and task-based teaching. Qualitative data derived from interviews with 14 teachers involved in the task-based blended learning programme are presented and discussed. Results indicate that most of the teachers accept and are adapting to their new, multifaceted role. Group dynamics and teamwork have contributed to this, apparently playing a key role in developing a common culture in terms of their approach to language teaching. However, some teachers have reservations, particularly about the increased workload associated with the provision of more personalised support for students, and to some extent about the shift away from a transmission-based approach to teaching, which is implied in a TBLT programme. Institutional and cultural factors are also highlighted as a major constraint.

Abstract

This study is based on a large-scale research project concerning a task-based blended language learning programme for first-year Business English undergraduate students in a university in Northwest France. The programme is entering its fourth year (it was extended to third-year students in January 2011). The project is funded by the Région des Pays de la Loire and involves a team of ten researchers.The team have found encouraging results concerning learner involvement and satisfaction. However, as teachers play a key role in the successful implementation of any innovative programme, this study aims to explore the teachers’ attitudes to their changing and increasingly complex roles within that environment. It examines teachers’ self-perceptions and attitudes to learning and teaching, after two years of implementing the programme, involving as it did a change from face-to-face teacher-centred approaches to computer-mediated and task-based teaching. Qualitative data derived from interviews with 14 teachers involved in the task-based blended learning programme are presented and discussed. Results indicate that most of the teachers accept and are adapting to their new, multifaceted role. Group dynamics and teamwork have contributed to this, apparently playing a key role in developing a common culture in terms of their approach to language teaching. However, some teachers have reservations, particularly about the increased workload associated with the provision of more personalised support for students, and to some extent about the shift away from a transmission-based approach to teaching, which is implied in a TBLT programme. Institutional and cultural factors are also highlighted as a major constraint.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface xi
  4. Foreword xv
  5. Chapter 1. Introduction 1
  6. Section I. Variables affecting task-based language learning and performance
  7. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
  8. Chapter 3. Measuring task complexity 43
  9. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
  10. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
  11. Chapter 6. Task structure and patterns of interaction 109
  12. Section II. Implementation of task-based language teaching
  13. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
  14. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
  15. Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
  16. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
  17. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
  18. Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
  19. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
  20. Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
  21. Epilogue. What is next for task-based language teaching?
  22. Chapter 15. TBLT in EFL settings 345
  23. About the contributors 359
  24. Index 363
Task-Based Language Teaching in Foreign Language Contexts
This chapter is in the book Task-Based Language Teaching in Foreign Language Contexts
https://doi.org/10.1075/tblt.4.18mca

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface xi
  4. Foreword xv
  5. Chapter 1. Introduction 1
  6. Section I. Variables affecting task-based language learning and performance
  7. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
  8. Chapter 3. Measuring task complexity 43
  9. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
  10. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
  11. Chapter 6. Task structure and patterns of interaction 109
  12. Section II. Implementation of task-based language teaching
  13. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
  14. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
  15. Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
  16. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
  17. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
  18. Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
  19. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
  20. Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
  21. Epilogue. What is next for task-based language teaching?
  22. Chapter 15. TBLT in EFL settings 345
  23. About the contributors 359
  24. Index 363
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