JOINING TBLT LESSONS: PROSPECTIVE ENGLISH TEACHERS’ PERCEPTIONS OF BENEFITS AND CHALLENGES IN WRITING PERFORMANCE IN CAN THO CITY

Abstract

Task-based Language Teaching (TBLT) has been utilised in modern foreign language teaching for many years in different nations, especially in Vietnam. Apparently, research studies were conducted to explore the language teachers’ perceptions about TBLT and its application in educational settings, but some also presented limitations. In terms of that, this research study was aimed at investigating prospective English teachers’ perceptions on how they considered TBLT in improving their writing performance, chiefly in Can Tho City. Specifically, it not only primarily focused on researching prospective English teachers’ perceptions on the effectiveness of TBLT in writing improvements, but also assessed how they recognised the benefits and challenges on the path to TBLT implementation. In this research study, there were 78 participants or senior students coming from the major English Language Teaching Education, Course 47, at School of Foreign Languages, Can Tho University, with the use of a 40-item questionnaire. The results of the research study concluded that prospective English teachers held good comprehension about the effectiveness of TBLT in developing writing performance, but moderate understanding about its implementation in classrooms. Furthermore, prospective English teachers’ perceptions about TBLT benefits in writing improvements outweighed TBLT challenges in that case. Despite that, this research study faced limitations, such as the only quantitative method, indirect TBLT-related courses, and a small-size class. Therefore, the recommendations for further research studies surrounded the implementation in TBLTtreated courses and mixed-method design.