An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners
This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perce...
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| Format: | Thesis |
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Curtin University
2021
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| Online Access: | http://hdl.handle.net/20.500.11937/86775 |
| _version_ | 1848764877844250624 |
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| author | Damdin, Chuluuntumur |
| author_facet | Damdin, Chuluuntumur |
| author_sort | Damdin, Chuluuntumur |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning. |
| first_indexed | 2025-11-14T11:26:21Z |
| format | Thesis |
| id | curtin-20.500.11937-86775 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:26:21Z |
| publishDate | 2021 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-867752021-12-15T04:29:20Z An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners Damdin, Chuluuntumur This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning. 2021 Thesis http://hdl.handle.net/20.500.11937/86775 Curtin University fulltext |
| spellingShingle | Damdin, Chuluuntumur An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners |
| title | An autoethnographic study of a Mongolian English teacher’s journey in
applying a task-based approach to an online English writing class for adult
learners |
| title_full | An autoethnographic study of a Mongolian English teacher’s journey in
applying a task-based approach to an online English writing class for adult
learners |
| title_fullStr | An autoethnographic study of a Mongolian English teacher’s journey in
applying a task-based approach to an online English writing class for adult
learners |
| title_full_unstemmed | An autoethnographic study of a Mongolian English teacher’s journey in
applying a task-based approach to an online English writing class for adult
learners |
| title_short | An autoethnographic study of a Mongolian English teacher’s journey in
applying a task-based approach to an online English writing class for adult
learners |
| title_sort | autoethnographic study of a mongolian english teacher’s journey in
applying a task-based approach to an online english writing class for adult
learners |
| url | http://hdl.handle.net/20.500.11937/86775 |