Bottom-Up TBLT Teacher Training in an International Practicum: Insights From a Multiple-Case Study in Thailand

Task-based language teaching (TBLT) has attracted growing interest as an effective teaching approach grounded in multiple second language acquisition theories. However, previous research has documented that many teachers struggle to implement TBLT despite a foundational understanding of its definitions and principles, highlighting the need for ongoing support. Although teacher training is crucial to successful TBLT implementation, research examining the relationship between TBLT teacher training and subsequent application remains limited. Moreover, TBLT training studies have mainly been conducted in English-as-a-second-language and English-as-a-foreign-language contexts, with less attention paid to international practicum settings, where teacher-learners (TLs) learn to teach in culturally and linguistically unfamiliar contexts. Most studies in international practicums have focused on participants’ development of cultural awareness, while how such experiences enhance teaching practices has been underexplored. To address these gaps, this multiple-case study adopts a bottom-up approach to teacher training to support continuing teacher development. It documents TLs’ growth in TBLT implementation in relation to their perceptions during a two-month practicum in Thailand. Analysis of TLs’ classroom practices and interview responses revealed (a) divergent developmental trajectories, with task-based methodological principles emerging more frequently in their teaching, and (b) positive attitudes toward observation-based feedback provided during debriefing sessions. The study highlights the value of tailoring training to TLs’ needs and levels of expertise, thereby offering insights into essential elements of effective teacher education.