Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices

This study examines university teachers’ beliefs and practices related to task-based language teaching while English as a foreign language. Task-based (TBLT) has become prominent topic for researchers practitioners in recent decades. It is also advocated by the Chinese Ministry of Education college teaching. However, few studies have investigated local EFL (English language) perceptions difficulties implementing TBLT. aims fill this gap. Data were collected via 12 semi-structured interviews, results revealed that teachers employed weak version approach, i.e. task-supported approach. They tended towards student-centred teacher–student relationship. These findings suggest role traditional values influencing implementation TBLT been overemphasized. Implications sustainable development pedagogy professional learning are discussed.