EFL Teachers’ Understanding and Implementation of TBLT in Listening Instruction: A Discrepancy Model-Based Needs Analysis
Keywords:
cognition–practice gap; discrepancy model; listening instruction; needs analysis; task-based language teachingAbstract
Although Task-Based Language Teaching has received increasing policy-level attention, its integration into English as a Foreign Language listening instruction remains limited and inconsistently applied. This qualitative study investigates how Chinese university-level English as a Foreign Language teachers conceptualise and implement Task-Based Language Teaching in listening classrooms. Drawing on McKillip’s (1987) discrepancy model, it identifies gaps between pedagogical beliefs and classroom practices using data from focus group interviews, lesson plans, and classroom observation forms. Thematic analysis via NVivo reveals that while teachers express general support for Task-Based Language Teaching, their understanding of core concepts—such as task authenticity, the three-phase structure, and communicative purpose—is fragmented. Classroom practices often involve task-like activities lacking key features such as information gaps, real-time interaction, or student autonomy. Discrepancies stem from entrenched teaching habits, time constraints, limited access to authentic listening materials, and insufficient professional development. Teachers voiced a strong need for structured support, including model tasks, task design templates, and tiered resource libraries. This study underscores the systemic nature of the cognition–practice gap and calls for context-sensitive training and institutional alignment to support meaningful Task-Based Language Teaching implementation in listening instruction.
https://doi.org/10.26803/ijlter.24.8.14
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