TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

This study investigated the relationship between affordances for task-based teaching in a textbook and teachers’ awareness of uptake these affordances. Specifically, it compared evaluated communicativeness task-likeness activities textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) then contrasted findings with classroom observation data on way were implemented by three Vietnamese English as Foreign Language (EFL) teachers at university. Interviews provided further their implementation decisions. The analysis evaluation how they adopted two coding frameworks, one evaluating (Littlewood, 2004) other (Ellis, 2018). revealed that while has high proportion low communicative value, task showed many are, fact, either tasks or task-like. However, form-focused typically precede tasks, which compromises alignment TBLT. Data from observations 90-minute lessons taught each teacher consistently reduced activities, replaced them teacher-centered, explicit grammar explanation drill practice. Stimulated recall interviews follow-up semi-structured rationales practice, including concern about unsuitability proficiency students, exam pressure time constraints, lack nature language learning tasks.