Research Article

Task-Based Language Teaching to Enhance Learner Communicative Competence in Vietnam: A Matter of Opinion?

Authors

  • Vu Nguyen Dinh Nghia IELTS Instructor, WESET English Center, Ho Chi Minh City, Vietnam
  • Nguyen Nhat Quang Director, HQT Education Ltd, Ho Chi Minh City, Vietnam https://orcid.org/0000-0002-9149-5066

Abstract

This critical review investigates the efficacy in using Task-based Language Teaching (TBLT) to boost learner communicative competence as TBLT is taking a pioneering role in developing communicative language in Asia and Vietnam. The application of TBLT in Vietnam has faced several problems, including exam-based learning programs, classroom constraints, and teachers' willingness for innovative approaches. Our in-depth analysis exposed why Vietnamese and Asian teachers cannot initially trust TBLT, and overcome these challenges to enhance communicative competence. The thorough review of research works in Asia evinced that (1) TBLT can holistically improve communicative competence and (2) the criticisms against TBLT can be solved with patience, flexibility, strategic task design, and openness. Then, the authors suggested a table for TBLT practitioners to consider based on students’ level of proficiency to cater to different teaching contexts and other pedagogic suggestions to implement TBLT in exam-oriented classes. Finally, we also introduce some research gaps for further investigation.

Article information

Journal

International Journal of Linguistics, Literature and Translation

Volume (Issue)

4 (8)

Pages

151-159

Published

2021-08-30

How to Cite

Nghia, V. N. D., & Quang, N. N. (2021). Task-Based Language Teaching to Enhance Learner Communicative Competence in Vietnam: A Matter of Opinion?. International Journal of Linguistics, Literature and Translation, 4(8), 151–159. https://doi.org/10.32996/ijllt.2021.4.8.22

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Keywords:

Asian; communicative competence; CLT; task; TBLT; Vietnam