Abstract
Recent literature that examines the implementation of task-based language teaching (TBLT) in classroom settings has reported various challenges related to educational cultures, classroom management, teacher cognition and learner perceptions. To facilitate the smooth transition of TBLT from laboratory settings to classroom contexts, measures need to be taken to tackle these various challenges. The current study examined a semester-long learner training program that attempted to address some of the challenges at the learner level. Its findings – though indicative only – suggest that the learner training program could be effective in changing learners' perceptions about their own language learning, promoting greater learning outcomes and enhancing and/or maintaining good task performance over time.
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