Speaker
Description
This case study explored how and why an EFL teacher working in a public school in an urban area in Vietnam enacted textbook tasks within a task-based curriculum for Vietnamese upper-secondary school students. Qualitative data were generated through multiple classroom observations, interviews and documentation over a two-month period. The findings revealed the teacher mainly retained textbook tasks, with occasional adaptations or creations of new tasks to enhance their open-endedness and authenticity. In all lessons, the teacher consistently provided students with opportunities to engage in communicative tasks, which aligned with her belief that “learning a language is for real-life use”. The teacher’s rationale for her task use was to prepare students for their future use of English as global citizens and to give students autonomy to express their “identity”. The study concludes with implications for teachers and teacher educators.
Biography
Tram Do Quynh Phan is a full-time lecturer in TESOL for more than 20 years at Faculty of English, University of Foreign Languages and International Studies, Hue University, Vietnam. Tram obtained her PhD in language education at the University of New South Wales, Sydney, Australia. Her research interests include TBLT, language teacher education and professional learning and educational innovation.
