The socio-cultural suitability of task-based instruction in japan: Through the lens of learners

Abstract

This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its sociocultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.