ARTICLE INFO

ABSTRACT

Received date: 05/08/2015

Accepted date: 19/02/2016

Task-based language teaching (TBLT) is currently being introduced throughout Asia and has emerged as a central concept from a study of curriculum guidelines and syllabi in the Asia Pacific countries (Nunan, 2006). In some countries such as China, Taiwan, Hong Kong, TBLT has been strongly promoted in English language education policies (Butler, 2011). However, in practice, recent research shows that Asian teachers still prefer long-standing presentation- practice-production (PPP) (Tang, 2004; Tong, 2005).  In that context, this case study used diary methods and stimulated recall interviews to investigate specific obstacles that a Vietnamese teacher had to overcome when implementing TBLT in her writing classroom while she had more knowledge of and experience with PPP. Teaching one undergraduate class of writing under task-based instruction and another under more teacher-directed instruction – PPP for one semester, the teacher had a lot to tell about the challenges she faced when implementing TBLT.

KEYWORDS

Task-based Language Teaching, Asian countries, teacher perceptions, case study