Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices

By Xinmin Zheng, S. Borg. 2014

161 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cd9928be7c91379ed9f9b18303134900210221af

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Youjin Kim
2. Luke Plonsky
3. R. Erlam
4. Shaofeng Li
5. Ali H. Al-Hoorie
6. F. Oswald
7. E. Marsden
8. Joseph P. Vitta

In Language and Linguistics

1. Youjin Kim
2. Luke Plonsky
3. R. Erlam
4. Shaofeng Li
5. F. Oswald
6. Ali H. Al-Hoorie
7. T. Cobb
8. Alex Boulton

In Literature and Literary Theory

1. Youjin Kim
2. Luke Plonsky
3. R. Erlam
4. Masatoshi Sato
5. A. Dobao
6. Hossein Nassaji
7. N. Storch
8. S. Loewen

Citations in the corpus

• Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “Studies that only examined teacher or learner perceptions of task-based teaching and learning were also excluded (e.g., Chen & Brown, 2012; Zheng & Borg, 2014).”
• ‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “Zheng and Borg (2014) also found that teachers had difficulty understanding the role of grammar in TBLT, documenting the case of a teacher whose lessons took the form of grammatical explanations and then controlled practice.”