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Article published In: Language Teaching for Young Learners
Vol. 7:1 (2025) ► pp.1–28

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Original Research Article

Mentoring task-based language teaching as an innovation in an Indonesian secondary school

 | Universitas Negeri Medan
 | Curtin University
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 19 November 2024
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https://doi.org/10.1075/ltyl.00062.ari
Abstract
This article seeks to address a lack of research documenting how mentoring can help teachers to introduce TBLT in an Asian context. We report a whole semester project in an Indonesian secondary school where a mentor (an experienced teacher-educator) worked with a teacher, who was used to a structural approach, to introduce task-based language teaching (TBLT) into his classroom. We describe how the mentoring was set up and carried out to pre-empt problems that evaluation studies have shown can arise with TBLT. To evaluate to what extent the mentoring was successful, we conducted a case study employing qualitative and quantitative data collection methods, examining the extent to which the mentoring enabled the teacher to implement TBLT and whether the TBLT resulted in greater learning than in a traditional, structural-oriented classroom. The main findings were that the teacher was successful in transitioning to TBLT as evidenced in his ability to design his own tasks and by the kinds of questions he asked, the strategic use of the learners’ L1 and focus-on-form during the performance of the tasks (i.e., the kinds of interactional features fundamental to TBLT). Another finding was that the learners in the TBLT class also demonstrated greater language development than a comparable structural-oriented class. We utilize the evidence collected from the teacher’s implementation of TBLT to discuss the mentoring that took place and to identify ways of improving it.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Innovating with TBLT
    • 2.2Mentoring an innovation
  • 3.Context of the study
    • Instructional context
  • 4.Method
    • 4.1Participants
      • The mentor
      • The protégé teacher and his students
      • The traditional teacher and her class
      • Informed consent form
    • 4.2The mentoring process
      • Workshop
      • Materials
    • 4.3Data collection
      • Observations and video recordings
      • Reflective journal
      • Teacher interviews
      • Language tests
  • 5.Findings
    • 5.1The teacher’s tasks
    • 5.2Interactional features of the lessons
      • Use of the L1
      • The teacher’s questions
      • Focus-on-form
      • Listening test
      • Reading test
      • Speaking test
      • Story-telling test
  • 6.Discussion
  • 7.Conclusion
    • 7.1The mentor’s reflections
    • 7.2Limitations
  • References
References (37)
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