Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices

Yuying Liu, Wei Ren

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)
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This study examines university teachers’ beliefs and practices related to task-based language teaching while teaching English as a foreign language. Task-based language teaching (TBLT) has become a prominent topic for researchers and practitioners in recent decades. It is also advocated by the Chinese Ministry of Education for college English teaching. However, few studies have investigated local EFL (English as a foreign language) teachers’ perceptions of and difficulties in implementing TBLT. This study aims to fill this gap. Data were collected via 12 semi-structured interviews, and the results revealed that the Chinese EFL teachers employed a weak version of the approach, i.e. the task-supported language teaching approach. They tended towards a student-centred teacher–student relationship. These findings suggest that the role of traditional Chinese values in influencing the implementation of TBLT has been overemphasized. Implications for the sustainable development of teaching pedagogy and professional learning are discussed.
Original languageEnglish
JournalLanguage Teaching Research
Early online date20 Sept 2021
Publication statusE-pub ahead of print - 20 Sept 2021


  • Chinese EFL
  • English as a foreign language (EFL)
  • curriculum reform
  • task-based language teaching (TBLT)
  • teacher perception

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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