The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.
Dao Thi Thanh Hao,
Task-Based Language Teaching: An Insight into Teacher Practice, International Journal of Education, Culture and Society.
Vol. 2, No. 4,
2017, pp. 126-131.
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