Speakers
Description
Taking into account the crucial role of input in the early stages of second language learning, this action research–based pedagogical intervention examined how a Japanese elementary school EFL teacher could be supported in meaningfully integrating input-based tasks into her lessons through a process of interviews and classroom observations. Preliminary findings suggest that, despite initial challenges in grasping the underlying principles of task-based teaching, the intervention fostered the teacher’s awareness, confidence, and competence in designing and implementing input-based tasks for young learners.
Summary
Recognizing the crucial role of input in early second language learning, this action research explored how a Japanese elementary school EFL teacher could be supported in meaningfully integrating input-based tasks through interviews and classroom observations. Preliminary findings show that, despite initial challenges in understanding task principles, the intervention enhanced the teacher’s awareness, confidence, and competence in designing and implementing input-based tasks for young learners, highlighting the potential of reflective, input-focused professional development.
| Teaching Context | Teaching children |
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