In order to gain a deeper understanding of how meaning-focused methods help the learners in class, a number of researchers (Granena, 2016; Namazian Dost, Bohloulzadeh & Pazhakh, 2017; Nazari & Tabatabaei, 2016) compared traditional teaching with meaning-focused ones, more specifically TBLT
, concluding that minimal guided methods (i.
Thus, both CALLA and TBLT
are compatible in their principles, leading learners to improve language and their LLS repertoire through contextualised activities.
's emphasis on students' interactive engagement in tasks contrasts with more established teacher-led pedagogical models to the extent that TBLT
has been placed into the category of innovation, with attendant challenges to its successful implementation (East, 2012).
The original impetus for TBLT
comes from the celebrated Bangalore Project (Prabhu, 1987), which reacted against both the traditional form of English as a foreign language (EFL) used in India, and against the type of communicative language teaching practiced in Europe (Cook, 2001).
The article by Douglas and Kim establishes context for the issue by addressing the topic of instructors' perceptions and use of TBLT
Among others, the model of constructivist learning designs proposed by Oliver (2001) and the concept of task in TBLT
have inspired this type of ICT task.
Under those considerations expressed above, this study tried to demonstrate that through the implementation of TBLT
, language abilities were integrated to promote meaningful language learning.
Over the past 20 years TBLT
has become the dominant approach to teaching In many contexts (for example, the Flemish speaking region of Belgium, New Zealand) and is officially endorsed in others, such as Hong Kong (Carless, 2004; East, 2012; Van den Branden, 2006).
In a reciprocal approach, Chapelle (2003) points out that TBLT
can guide instructors in selection of technology-enhanced language learning sources and materials.
While these studies provide insight into teacher perceptions of TBLT
in different contexts (Jeon & Hahn, 2006; McDonough & Chaikitmongkol, 2007), there have been few studies directly concerned with teachers' perceptions of the effectiveness of TBLT
in EAP, particularly in a Canadian context.
Interest in TBLT
derives from several sources, including its responsiveness to learners' precisely specified communicative needs, the potential it offers for developing functional language proficiency without sacrificing grammatical accuracy, and its attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned.
Due in part to these specific needs, TBLT
may be particularly appropriate for young learners (Bourke, 2006).