2022
Washington, Victoria
In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 40-57, 2022.
Abstract | Links | BibTeX | Tags: language, learner-centered, Teaching
@article{nokeyf,
title = {In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? },
author = {Victoria Washington},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_Vic.Wash_New-ESL-TBLT-Method-Article-1-1.pdf},
year = {2022},
date = {2022-12-30},
urldate = {2022-12-30},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {40-57},
abstract = {Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence. },
keywords = {language, learner-centered, Teaching},
pubstate = {published},
tppubtype = {article}
}
Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
Tonini, Andrea
From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 15-39, 2022.
Abstract | Links | BibTeX | Tags: Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam
@article{nokey,
title = {From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam},
author = {Andrea Tonini},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2022/11/From-Teacher-centred-to-Learner-centred-Andrea-Tonini-3.pdf},
year = {2022},
date = {2022-11-02},
urldate = {2022-11-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {15-39},
abstract = {This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.},
keywords = {Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam},
pubstate = {published},
tppubtype = {article}
}
This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.