<p>Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience.</p>
Describing Physics Student Teachers' Orientations through Lesson Planning