In-service teachers’ reaction to a training program of Task-based language teaching: A case study of English language teachers in Vietnam

The current study examines how Vietnamese English as Foreign Language (EFL) teachers, who have been using traditional teaching methods for years, react to a training program of Task-based language teaching (TBLT) in their authentic classrooms. Three teachers and 180 students participated in this study. Data were collected via classroom observations and semi-structured interviews and then analyzed qualitatively afterwards. The results indicate that the teachers could not be able to manipulate TBLT principles and perform their TBLT teaching roles properly. In addition, the semi-structured interviews reveal that the teachers had positive attitudes towards TBLT, that was TBLT could promote learners' motivation and language use ability. However, TBLT also appears to be impeded by the great influence of traditional teaching methods as well as form-based teaching syllabuses and assessment. Other obstacles are learners' negative learning attitudes and large-sized classes. The results also present that all teachers advocated the possibility of TBLT implementation if certain changes could be made.