Adoption of task-based language teaching at a primary school in Viet Nam: A case study

Abstract

This case study provides an account of how a Vietnamese primary school teacher carried out the task-based versions of the presentation, practice and production (PPP) speaking lessons in an authentic primary school classroom. Data were collected from digital recordings of the lessons, semi-structured interviews, and field notes. Detailed descriptions were made of each phase of the video-taped lessons and then compared with the field notes. The interview data were analyzed manually following an inductive approach to data analysis. The results indicated that the teacher and her students successfully carried out the two redesigned PPP speaking lessons in her normally scheduled classroom. The results pointed to the feasibility of redesigning the PPP lessons to reflect task-based language teaching (TBLT) principles and of implementing the task-based versions of the PPP speaking lessons in real classrooms.