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Teachers’ Encountered Challenges Teachers’ Encountered Challenges in the Adoption of in the Adoption of

Task-Based Language Teaching Task-Based Language Teaching

in Malaysian Classroomsin Malaysian Classrooms

English Language in the Malaysian Integrated English Language in the Malaysian Integrated Secondary School Curriculum (KBSM)Secondary School Curriculum (KBSM)

The introduction and the implementation of the KBSM for The introduction and the implementation of the KBSM for language subjects began in 1988language subjects began in 1988

The KBSM (Revised) English Language Curriculum was The KBSM (Revised) English Language Curriculum was introduced into Form Four in 2003introduced into Form Four in 2003

The Main DifferenceThe Main Difference

Besides the four main skills, i.e. listening, speaking, reading, Besides the four main skills, i.e. listening, speaking, reading, and writing,and writing,

this new revised curriculum also stresses on communicationthis new revised curriculum also stresses on communication

skillsskills

The Main DifferenceThe Main Difference

As such, the Communicative Language Teaching (CLT) As such, the Communicative Language Teaching (CLT) approach is hence exercised approach is hence exercised

(Malaysian Ministry of Education, 2003)(Malaysian Ministry of Education, 2003)

Task-Based PedagogyTask-Based Pedagogy

Task-Based Instruction or Task-Based Language TeachingTask-Based Instruction or Task-Based Language Teaching

(TBLT) can be described as an extension of the(TBLT) can be described as an extension of the

Communicative Language Teaching (CLT) movementsCommunicative Language Teaching (CLT) movements

(Richards, 2006)(Richards, 2006)

Task-Based PedagogyTask-Based Pedagogy

Referred to as a process-based methodologyReferred to as a process-based methodology

Share as a common starting point a focus on creatingShare as a common starting point a focus on creating

classroom processes that are believed to best facilitate classroom processes that are believed to best facilitate

language learninglanguage learning

Traditional Classroom and TBLT Classroom (Nunan, 2005)___________________________________________________________________________________ Traditional Form-Focused Pedagogy TBLT Classroom___________________________________________________________________________________Rigid discourse structure Loose discourse structureTeacher controls topic development Students able to control topic developmentTeacher regulating turn-taking Turn-taking is regulated by the same rulesTeacher knows what the answer is Teacher does not know what the answer isStudents’ responding role and performing Students’ initiating and responding roles a limited range of language functions and performing a wide range of language functionsLittle negotiate meaning More negotiate meaningScaffolding for enabling students to Scaffolding for enabling students to sayproduce correct sentences what they want to sayForm-focused feedback Content-focused feedbackEchoing Repetition

In response to the current in-trend, especially in theIn response to the current in-trend, especially in the

implementation of the KBSM (Revised) English Language implementation of the KBSM (Revised) English Language Curriculum, TBLT approach is adopted as a strategy for Curriculum, TBLT approach is adopted as a strategy for

teaching and learning in schoolsteaching and learning in schools

Two Basic Issues Related to the Implementation of a Two Basic Issues Related to the Implementation of a New or Revised CurriculumNew or Revised Curriculum

1. Teachers still face various problems in implementing a new 1. Teachers still face various problems in implementing a new curriculum in the classrooms curriculum in the classrooms

In this case, a new approach is also emphasisedIn this case, a new approach is also emphasised

2. There is an urgent need for more studies on the problems 2. There is an urgent need for more studies on the problems teachers are facing in their implementation of a new teachers are facing in their implementation of a new curriculum and also in exercising a new approachcurriculum and also in exercising a new approach

The StudyThe Study

The present study is aimed to highlight the challenges The present study is aimed to highlight the challenges encountered by the teachers in the adoption of TBLTencountered by the teachers in the adoption of TBLT

Study DataStudy Data

The study employed in-depth interview method for data The study employed in-depth interview method for data collectioncollection

A sample of 16 Form Four English Language teachers A sample of 16 Form Four English Language teachers participated in the interviewsparticipated in the interviews

Teachers’ Encountered Challenges in theTeachers’ Encountered Challenges in the Adoption of TBLT in the Classrooms Adoption of TBLT in the Classrooms

1. Classroom management challenges 1. Classroom management challenges

2. Greater challenges lay on the fact of having a2. Greater challenges lay on the fact of having a

centralised examination-oriented education systemcentralised examination-oriented education system

Classroom Management ChallengesClassroom Management Challenges

a.a. Class sizeClass size

* large number of students* large number of students

* large classes but not large classrooms * large classes but not large classrooms

* schools not properly equipped with infrastructure* schools not properly equipped with infrastructure

readily available for students readily available for students


b. Selecting and Sequencing Tasks in Mixed-Ability Classesb. Selecting and Sequencing Tasks in Mixed-Ability Classes

* Streaming* Streaming

* Time consuming* Time consuming


c. Teachers’ Initiativesc. Teachers’ Initiatives

* Teachers need to learn more on TBLT and try adopting it in the* Teachers need to learn more on TBLT and try adopting it in the

classroomsclassrooms

* Find ways on how to tackle their students and also be geared to their * Find ways on how to tackle their students and also be geared to their

students’ needsstudents’ needs

* Ensure that the tasks are within the students’ range of capabilities* Ensure that the tasks are within the students’ range of capabilities

* Give students adequate preparation* Give students adequate preparation

* Teachers need to initiate and persuade students to speak English* Teachers need to initiate and persuade students to speak English

Challenges on Having a Centralised Challenges on Having a Centralised Examination-Oriented Education SystemExamination-Oriented Education System

i. The Teaching Approachi. The Teaching Approach TBLT or Traditional Approach?TBLT or Traditional Approach? TBLT is frequently promoted as an effective teaching approach,TBLT is frequently promoted as an effective teaching approach, superior to the traditional approach, and soundly based in theory superior to the traditional approach, and soundly based in theory and research and research

But,But,

There are critiques of TBLT approaches for schoolingThere are critiques of TBLT approaches for schooling

Critiques of TBLT Approaches for SchoolingCritiques of TBLT Approaches for Schooling

a. TBLT has a high profile within contemporary ELT, yet there are aa. TBLT has a high profile within contemporary ELT, yet there are a few analyses of the appropriateness of task-based approachesfew analyses of the appropriateness of task-based approaches for school contextsfor school contexts

b. Task-based instruction may successfully develop learners’b. Task-based instruction may successfully develop learners’ command of what is known, nevertheless, it is considerably lesscommand of what is known, nevertheless, it is considerably less effective for the systematic teaching of English languageeffective for the systematic teaching of English language


c. In Malaysian context, time is really limited, out-of-class exposurec. In Malaysian context, time is really limited, out-of-class exposure unavailable for some. Thus, making heavily task-basedunavailable for some. Thus, making heavily task-based programme inappropriate for most of the language learnersprogramme inappropriate for most of the language learners

d. Though students look forward to work in pairs or in groups, thed. Though students look forward to work in pairs or in groups, the main setback is their ability to express themselves in the target main setback is their ability to express themselves in the target language due to their lack of vocabularylanguage due to their lack of vocabulary


e. There is a need for interplay between any methodology e. There is a need for interplay between any methodology beingbeing

promoted and the particular context in which it is beingpromoted and the particular context in which it is being

implementedimplemented

Challenges on Having a Centralised Examination-Challenges on Having a Centralised Examination-Oriented Education SystemOriented Education System

ii. The Emphasisii. The Emphasis

Fluency or Accuracy?Fluency or Accuracy?

a. TBLT focuses on fluency, not on accuracya. TBLT focuses on fluency, not on accuracy

b. TBLT focuses on meanings, not on formsb. TBLT focuses on meanings, not on forms

c. Teachers do realise that the testing operandi in school-based c. Teachers do realise that the testing operandi in school-based

or public examinations are almost entirely on grammar andor public examinations are almost entirely on grammar and

accuracyaccuracy

Hence, this is one of the setbacks which resulted in teachers being hesitant in adopting TBLT Hence, this is one of the setbacks which resulted in teachers being hesitant in adopting TBLT because TBLT does not address this situationbecause TBLT does not address this situation


iii. Tasks or Content?iii. Tasks or Content?

a. The relationship between grammar instruction and task-based a. The relationship between grammar instruction and task-based approachesapproaches b. Language focus and language practice are recommended in the b. Language focus and language practice are recommended in the post-task phase as an opportunity for explicit languagepost-task phase as an opportunity for explicit language instructioninstruction

This creates a grave difficulty for most Malaysian teachers due toThis creates a grave difficulty for most Malaysian teachers due to the students’ lack of vocabulary, and weak basic grammatical the students’ lack of vocabulary, and weak basic grammatical foundationfoundation


ExaminationsExaminations

In a test-dominated context, teacher beliefs about the roleIn a test-dominated context, teacher beliefs about the role

of assessment clearly play an important role in influencingof assessment clearly play an important role in influencing

the pedagogies that teachers are willing to attemptthe pedagogies that teachers are willing to attempt


TBLT place too much emphasis on oracyTBLT place too much emphasis on oracy

In Malaysian setting, a focus on written texts may be valued In Malaysian setting, a focus on written texts may be valued more highly than verbal skills, with reading and writing often more highly than verbal skills, with reading and writing often receiving particular emphasisreceiving particular emphasis

CONCLUSIONCONCLUSION

1. Some of the teachers’ encountered challenges in the adoption of 1. Some of the teachers’ encountered challenges in the adoption of

TBLT in the classrooms may mainly be attributed to classroom TBLT in the classrooms may mainly be attributed to classroom management: class size; assigning tasks in mixed-ability classes; management: class size; assigning tasks in mixed-ability classes; and teachers’ initiativesand teachers’ initiatives

2. It could not be denied that greater challenges lay on the fact 2. It could not be denied that greater challenges lay on the fact

of having a centralised examination-oriented system, where of having a centralised examination-oriented system, where

teachers were required to function within a large systematised, teachers were required to function within a large systematised,

and centrally-controlled education system: the teaching and centrally-controlled education system: the teaching approach, TBLT or the traditional approach; the emphasis, approach, TBLT or the traditional approach; the emphasis, fluency or accuracy; tasks or contentfluency or accuracy; tasks or content

Thank YouThank You

Zarina: [email protected]: [email protected]

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