Sessions /
Task-based Learning from the Learners’ Perspective #1256

Task-based Instruction (TBI) may be one of the most popular approaches used today for developing communicative competence in learners. Despite its popularity and pedagogical advantages, critics often question its socio-cultural suitability with learners in Asian contexts, such as Japan. Much of the discussion, however, seems to have centred on the views of theorists and teachers, often failing to incorporate evidence-based learners’ perspectives into the discussion.

This presentation reports the findings of an action research project, which investigated learner perceptions of Task-based Instruction (TBI), with the primary aim to examine its socio-cultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. An online survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. Results will be presented in both textual and graphical form and pedagogical implications drawn from this study will be discussed.