ASELF-REFLECTIVESTUDYONIMPLEMENTING TASK-BASEDLESSONSINAHIGHSCHOOL: CHALLENGESANDCOPINGSTRATEGIES

Abstract

This self-reflective study explores the challenges encountered by a Vietnamese pre-service EFL teacher in implementing Task-Based Language Teaching (TBLT) during a high school practicum and examines the coping strategies developed to navigate those challenges. Grounded in Gibbs’ Reflective Cycle and informed by the theoretical foundations of TBLT and Second Language Acquisition (SLA), the study aims to contribute insights into the real-world applicability of TBLT in Vietnamese secondary education, where traditional, exam-oriented instruction still predominates. The research was guided by two core questions: (1) What challenges are there in Task-Based Language Teaching (TBLT) in high schools? and (2) What coping strategies can help address these challenges effectively? Data were collected through self-reflection journals, semi-structured interviews with students, and conversational exchanges with supervising teachers and peer teachers, carried out over six teaching sessions in three Grade 11 classes (11A1, 11A3, and 11B5). Qualitative data analysis was employed using thematic coding techniques. Findings reveal a range of challenges such as transitioning from teacher centered instruction to a facilitative role, coping with student disengagement and varying language proficiency, balancing TBLT with rigid curriculum demands, and addressing technological and institutional limitations. Additionally, student interviews highlighted gaps in linguistic readiness and the need for clearer task scaffolding. In response to these barriers, several coping strategies were identified, including adapting task complexity, modifying group structures, offering language support tools, and drawing on peer collaboration and feedback from supervisors. The study affirms that reflective practice plays a pivotal role in developing adaptive, context-sensitive pedagogical solutions. By documenting the lived experienceofTBLT implementation, theresearch provides actionable insightsforpreservice teacher training and contributes to the growing discourse on learner-centered instruction in Asian high school contexts. The findings carry implications for teacher education programs, curriculum developers, and policymakers aiming to support the effective integration of TBLT in Vietnam and similar educational settings.