From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions implementations of tasks in Honduran bilingual schools. After participating a four-week program on teaching, teachers with little or no prior teaching experience designed lessons were video-recorded implementing those learners ages 5 to 12. Following classroom observation, participated stimulated recall interview. A rubric aligned 10 key principles (TBLT) as outlined by Long (2015) was used rate performance code recalls. Ratings video observations showed varied success TBLT implementation after training, some clearly principles, others relying focus forms strategies. Analysed data also uncovered link previous experiences implementations. Stimulated recalls that focused primarily maintaining cooperative learning environment, less reactive aspects such providing corrective feedback. Results are discussed terms their implications for programs seeking implement an approach teaching.