Task-based Language Teaching in Thai Context: a Call for Robust Evidence

Wongdaeng, Meechai

Abstract

The task-based language teaching (TBLT) is a learner-cantered pedagogical approach which promotes learners’ engagement in communicative tasks. TBLT has been implemented widely including in Thailand where English is used as a foreign language. However, the evidence of its effectiveness remains equivocal. This review was conducted to examine and synthesize the evidence of TBLT benefits in EFL contexts. However, it was found that most TBLT research in EFL contexts aiming to draw the effects of TBLT intervention tends to be predominated by low rigorous designs. For Thailand in particular, most studies report students’ positive perceptions about the TBLT interventions while the claims to improve language competences are vaguely proved due to the low evidence-based rigor. From such review-based findings, the paper proposes a call for design-based research to evaluate the impact of TBLT on language competences and learning skills. Adopting rigorous designs which provide counterfactuals would produce a more secure evidence for policy and practices of the TBLT implementation in the Thai EFL context.

Citation

Wongdaeng, M. (2020, December). Task-based Language Teaching in Thai Context: a Call for Robust Evidence. Presented at Imagining Better Education 2019, Durham

• Presentation Conference Type: Conference Paper (published)
• Conference Name: Imagining Better Education 2019
• Publication Date: 2020
• Deposit Date: Aug 19, 2020
• Publicly Available Date: Aug 19, 2020
• Pages: 101-120
• Series Title: Imagining Better Education
• Book Title: Imagining Better Education : Conference Proceedings 2019.
• ISBN: 9780907552246
• Public URL: https://durham-repository.worktribe.com/output/1140881
• Publisher URL: https://www.dur.ac.uk/education/