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In:Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 313–343

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Chapter 11
Teacher IDs and task adaptations

Making use of the TBLT Language Learning Task Bank

 | 1Indiana University
 | 2Georgetown University
 | 2Georgetown University
Published online: 6 June 2024
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https://doi.org/10.1075/tblt.16.11gur
Abstract
This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other.
Article outline
  • Introduction
  • Literature review
    • The role of the teacher in TBLT
    • Teacher IDs
    • Researcher and teacher perspectives in TBLT
  • The current study
    • Methods
      • Participants and contexts
      • Procedure
      • Coding and analysis
  • Results
    • RQ1: How do L2 teacher participants adapt tasks from the TBLT Language Learning Task Bank for their specific learner needs and teaching context?
      • Adding linguistic support or instruction
      • Increasing interaction or use of the oral modality
      • Shifting the purpose to match the learners’ reported needs or interests
      • Increasing the input or modifying the input
    • RQ2: Based on our teacher-researcher perspective, how do participants’ adaptations align with their defined contexts?
    • RQ3: To what extent do L2 teacher participants’ IDs (e.g., age, gender, teaching experience) influence their task adaptations?
  • Discussion
    • Limitations and future research
  • Pedagogical implications
  • Notes
  • References
  • Appendix
References (49)
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Li, Shaofeng
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