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|Title:||Innovatability' Analysis: Teachers in Task-based Language Education|
|Keywords:||innovation in teaching|
task-based language teaching (TBLT)
|Abstract:||This study investigates teachers’ perceptions of innovative Task-Based Language Teaching (TBLT). The data were collected in two different programmatic contexts: English for Academic Purposes program at a US university and intensive ESL school. Through the interviews, the study primarily investigates the role of teachers in determining types of possible innovations in a given context and how teacher-specific characteristics might influence this ‘innovatability’ such as educational philosophy, TBLT knowledge/dispositions, perceptions and attitudes toward innovation. The qualitative comparison of two teacher perceptions show similarities in terms of their emphasis on writing process and learner-centered class, but the two teachers showed differences in their perceptions including the usefulness of structured drills activities. Further discussions on teachers’ belief on TBLT will follow.|
|Appears in Collections:||Student Work - ELI|
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