Teenagers’ Reflected Benefits and Challenges for Task-Based Language Teaching in English Writing Lessons

Abstract

The adoption of task-based language teaching (TBLT) has gained prominence recently, especially in teaching English as a foreign language (EFL) writing to teenagers. While much research centered on teachers’ attitudes, perceptions, and implementation, learners’ voices seem unheard in the literature. Therefore, this study aimed to investigate teenagers’ experiences with TBLT in their English language acquisition journey, specifically focusing on their perceived advantages and challenges on this approach. Through qualitative interviews with a select group of six teenagers, this study explored their perceptions, feelings, and challenges faced during TBLT sessions. Participant responses were analyzed thematically and informed by constructivism, sociocultural theory, self-determination theory, and flow theory theoretical frameworks. The results revealed several advantages of TBLT, including an enhancement in writing affection, the appropriateness of the teaching method, and the enrichment in writing outcomes in terms of vocabulary, content, organization, and grammar. However, challenges were also identified, including the unfamiliarity with the TBLT lesson process, content knowledge deficiencies, vocabulary constraints, mother tongue interferences, and time restrictions. These findings were discussed in light of the theoretical underpinnings, offering a deeper understanding of the learner experience.