Reflective learning through a teacher study group in Japan: Perceptions of task-based language teaching
Type: article
Abstract: This is a qualitative study that focused on university teachers’ beliefs toward task-based language teaching (TBLT). The participants were three Japanese university teachers of English who participated in a monthly teacher study group. The study examined how reflective practice occurs, such as negotiating the definition of TBLT, and how to implement a task in the classroom. Two research questions were used to guide the study: (1) To what extent do university teachers recognize and utilize TBLT? (2) To what extent do university teachers reflect on their learning about TBLT? The results indicated that through the study group, the participants negotiated the meaning of “task” via interactions with experienced and novice TBLT practitioners. The participants were able to reflect on their individual practices by becoming actively involved in presenting and sharing their ideas related to “tasks.” In addition, we explored how a teacher study group can enhance or raise awareness of teachers’ beliefs and practices in their teaching contexts. This study could serve as a model for how a teacher study group can raise teachers’ awareness of their own beliefs and practices, and ameliorate those practices.
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7144701250