Implementing task-based language teaching to teach grammar in a Korean college context

Abstract

The study aimed at examining how task-based language teaching (TBLT) was conducted in a Korean tertiary context and how learners perceived TBLT practices. The findings revealed that the students showed positive perceptions regarding task difficulty, task performance confidence, enjoyment of the task, task motivation, and learning opportunities. As for the emotion felt by the students during the task performance, 84.3% of the students indicated that they felt neither frustrated nor relaxed. The results of the survey showed that the students considered the TBLT class beneficial because of interactive student-centered class environments, speaking practices, help with internalizing English structure, high engagement in class, and self-analysis. Nevertheless, the students also perceived TBLT practices as challenging due to their low English proficiency, too much class work, task difficulty, unfamiliar class format, and uncooperative pair work. The task phrase and teaching implications were also discussed.