Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)

Abstract

Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the Iranian context, has received scant attention. To fill this research gap, the present study aimed to provide insights into English as a foreign language (EFL) teachers’ cognition of tasks and task implementation in a TSLT setting. Data were collected through classroom observations and semi-structured interviews with four Iranian EFL teachers. Findings revealed that the teachers perceived tasks as a worthwhile area for their teaching as these pedagogical tools provide learners with opportunities to practice previously taught language items orally and enhance motivation and interaction among learners. However, the participants’ cognition of tasks and task implementation were not completely aligned with the conceptualizations proposed in the literature. On the other hand, there was a relatively strong consistency between teachers’ cognition of tasks and their task implementation practices. In light of the present findings, possible implications for teacher-preparation programs in TSLT including equipping teachers with professional knowledge about tasks and task implementation are presented.