Abstract
Task-based language teaching (TBLT) has gained prominence in research and practice for the past two decades in the Asian context. This focused review examined teachers’ beliefs and practices regarding task-based language teaching in the Asian context. We found evidence of teachers’ holding positive views towards the values of TBLT and teachers’ commitment (though limited) in response to the contextual constraints. For the curriculum innovation of TBLT to be successfully implemented in the Asian context, this paper recommended taking an ecological perspective when promoting TBLT innovation in the Asian context, given the interplay between the pedagogical principles with the dynamics of social, economic, cultural, and the institutional context it is embedded in. In addition, it is essential to support the professional development of Asian EFL teachers to build expertise in understanding and implementing TBLT.
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