Collaborative teacher training on TBLT

Abstract

Despite the growing body of research on task-based language teaching (TBLT) over the past few decades, limited studies have examined the effects of teacher training on educators’ subsequent task-based classroom practices (

). Moreover, previous teacher-training studies have primarily focused on teachers’ self-reflections on their performance, highlighting the need for additional methods and data sources to further investigate how training might influence teaching practices. To address these issues, this case study explores the effectiveness of in-depth collaborative teacher training for the application of TBLT in an English as a second language writing classroom, focusing on a novice teacher’s ongoing development. A mixed-method analysis of the teacher’s classroom performance and interview data revealed (a) an increased emergence of task-based principles during classroom activities and (b) the teacher’s positive attitudes toward both TBLT and the collaborative training.