Speaker
Abstract section 1: Relevance
The presentation aligns with current second language acquisition theory emphasizing meaningful interaction and learner agency. It reflects growing research on student-generated content, digital literacy, and AI-assisted language learning in EFL contexts. The study responds to calls for communicative, technology-integrated pedagogy and offers practical insights into implementing task-based, no-textbook approaches in Japanese university classrooms.
Abstract section 2: Contribution/research questions
To provide teachers with a concrete model for implementing a no-textbook, task-based approach in university EFL classrooms. It demonstrates how student-generated content, collaborative inquiry, and guided AI use can increase learner engagement, autonomy, and communicative competence. The presentation also highlights challenges and offers pedagogical insights to help teachers adapt similar practices in their own contexts.
Abstract section 4: Outcomes/results
The poster will introduce a five-lesson, no-textbook TBLT cycle for university ESL contexts. Exploring task design, student-led research procedures, and collaborative activities that promote communicative competence and learner autonomy. The poster will outline how to guide students in creating Research Packs and using AI tools responsibly to support language development. Showing sample materials alongside classroom procedures, and including practical techniques for adapting task-based, student-generated learning approaches to conference-goers own teaching contexts.
Abstract section 3: Content/method
The presentation will outline the five-lesson TBLT cycle step by step, demonstrating how to implement a no-textbook approach in practice. It will explain task design, student research procedures, collaborative activities, and the creation of Research Packs. Examples of classroom tasks, materials, and student work will be shared, along with guidelines for integrating AI support responsibly. Practical challenges, classroom management strategies, and adaptation tips for different teaching contexts will also be discussed.
| Title | No Textbook, No Problem: Task-Based Learning |
|---|---|
| Teaching Context | College and university education |