Study of Task-based Learning and Teaching in a Large EFL Class

This study uses detailed qualitative method to explore the implementation of task-based learning and teaching in an Elementary School English learning classroom in Taiwan. This paper examined the process of task implementation by analyzing the data from intensive classroom observations, on-going interviews with the teacher, in-depth interviews with the students and their reflectivej ournals. This study identified the issues that were not addressed in previous studies. Previous studies have tried to show the effectiveness of task-based learning and teaching. The overall results of the present study have shown the implementations oftask-based learning have shown to be challenging for both theteacher and students involved; however students enjoyed working onthe tasks at different levels and the difficulties that were raised were able to be adjusted over a period of time with the exceptionof one. The results suggested that Taiwanese Elementary Schools areunique contexts in which careful considerations should be takenwhen using the task-based learning approach. Suggestions were alsomade for the implementation of task-based learning in an Elementary School context.