Exploring Challenges in Implementing Task-Based Language Teaching (TBLT) at a University in China

Abstract

Teachers are crucial in implementing new methods or approaches in English language education. However, teachers may face various challenges when implementing the new method in the classrooms. This study aims to explore the challenges teachers faced in implementing Task-Based Language Teaching (TBLT) at one university in China. In this context, TBLT was the new approach teachers applied to teach a core course for Year 1 and 2 students. The study explored the complex challenges that teachers faced when integrating TBLT principles into their instructional practices. Data were collected by conducting interviews and online reflections with teachers and students. Findings revealed several key challenges teachers encountered when executing TBLT in the classrooms. These challenges can be categorized into four main areas: teacher-related challenges, student-related challenges, challenges related to teaching resources, and challenges related to departmental support. Implications for the design and implementation of task-based pedagogies in tertiary education contexts are discussed.