Abstract
This critical review investigates the efficacy in using Task-based Language Teaching (TBLT) to boost learner communicative competence as TBLT is taking a pioneering role in developing communicative language in Asia and Vietnam. The application of TBLT in Vietnam has faced several problems, including exam-based learning programs, classroom constraints, and teachers' willingness for innovative approaches. Our in-depth analysis exposed why Vietnamese and Asian teachers cannot initially trust TBLT, and overcome these challenges to enhance communicative competence. The thorough review of research works in Asia evinced that (1) TBLT can holistically improve communicative competence and (2) the criticisms against TBLT can be solved with patience, flexibility, strategic task design, and openness. Then, the authors suggested a table for TBLT practitioners to consider based on students’ level of proficiency to cater to different teaching contexts and other pedagogic suggestions to implement TBLT in exam-oriented classes. Finally, we also introduce some research gaps for further investigation.
Highlights
1 Following the wheel of history, there was a great dominance of English in Vietnam after the socioeconomic reform known as Đổi mới (Renovation) (MOET, 2007)
It was a promising movement that MOET acknowledged the importance of enhancing communicative competence of Vietnamese learners
We have discussed two main issues, including (1) concerns raised by local Vietnamese teachers on challenges that Task-based Language Teaching (TBLT) faces in enhancing learners’ communicative competence, and (2) how some Asian nations with similar problems to Vietnam have employed TBLT successfully to enhance learners’ communicative competence
Summary
The problem of low-proficiency students using L1 during tasks performance was overcome when teachers give students simple-input linguistic items and the modification of while-task activities with the input-based psychological requirement, closed task outcomes, here-and- visual support, single demand, and simple outcomes (Kaneko (2009), Anthony (2012), Nithitwaraphakun (2019), Yahya (2019)) All these studies concluded positive results when TBLT was applied, with evidence in (1) students’ enormous improvement in linguistic complexity, fluency, and pronunciation, (2) speaking performance, (3) improvement in listening comprehension, (4) dramatic improvement on students’ lexical resources, and (5) students’ positive attitude, joyfulness, and confidence.
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