A Reaction Paper: Task-based Language Teaching in a Local EFL Context

Abstract

This reaction paper provided a detailed summary and reflection on the implementation of Task-Based Language Teaching
(TBLT) in a local EFL context based on Liu and Rens (2021) research. It highlighted various aspects, including the understanding of
TBLT among Chinese university teachers, obstacles faced in adopting TBLT, roles of teachers and students, curriculum design, difficulties
in implementation, and implications for improving TBLT in the Chinese EFL setting. The paper began with an introduction to TBLT and
the methodology used in the research, which involved semi-structured interviews to understand teachers perspectives on TBLT. The findings were divided into sections focusing on teachers and students roles, implementation of TBLT, difficulties faced, and implications for
improvement. The reflection delved into the criteria for TBLT tasks, emphasizing the need for tasks to focus on meaning while integrating
form and meaning effectively. It discussed the challenges teachers faced in designing tasks and assessing students performance within the
TBLT framework. The reflection also touched on the need for ongoing professional development and autonomy for teachers in curriculum
design and assessment. The conclusion acknowledges the potential of TBLT to enhance language learning but calls for ongoing support
and training for teachers, alongside institutional backing in curriculum development and assessment strategies. This paper underscores the
significance of adapting TBLT to fit the local educational settings and suggests directions for future research and practice in the context of
Chinese EFL education.