10 January 2026, Volume 35 Issue 1

    

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  Revising tasks in Asian ELT context

  Mark Feng TENG, Jookyoung JUNG, Jack PUN

  Asian Journal of English Language Teaching. 2026, 35(1): 1-8.

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  Exploring the Processing of Form during an Integrated Writing Task Using a Mixed-Methods Approach

  Jin ESHITA

  Asian Journal of English Language Teaching. 2026, 35(1): 9-34.

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  Recent product-oriented studies have suggested that integrated writing tasks are beneficial for language development. Nevertheless, research examining the manner in which learners process linguistic form during writing remains limited. The present study sought to compare the processing of form during integrated and independent writing tasks. Japanese EFL university students were required to complete both an integrated writing task, which involved summary writing, and an independent writing task, which involved essay writing. The processing of form during writing was analyzed using stimulated recall and eye tracking. In both tasks, the participants were found to primarily process lexis. Additionally, the independent writing task yielded increased grammatical processing. A detailed analysis indicated that integrated writing tasks facilitated the processing of lexis at the elaboration level. The eye-tracking analysis indicated that the participants consulted the reading passage when focusing on lexis in the integrated writing task. Conversely, when confronted with a grammatical issue, they applied their expertise to solve the issue. The analysis of the writing quality revealed only minor differences in lexical variety and pause location frequency. The implications of integrated writing tasks in classroom instruction and the contribution of this study to the field of L2 writing research are discussed in detail.
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  An Action Research Study on Enhancing Business English Writing Skills through the Integration of Task-supported and Apprenticeship Learning Models

  Yi-Ching PAN

  Asian Journal of English Language Teaching. 2026, 35(1): 35-61.

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  Effective business writing skills are essential for workplace success in today's globalized economy, yet academic training often inadequately prepares students for real-world professional communication demands. This study designed and implemented an integrated pedagogical framework that sequentially combined tasksupported and apprenticeship learning models in a Business English course. Thirty undergraduate English majors at a university in Taiwan participated in an 18-week program featuring a two-phase structure: Phase 1 involved task-supported learning to develop foundational competencies in business writing genres, language use, and formats; Phase 2 featured apprenticeship learning where students applied these skills to authentic workplace projects under industry professional mentorship. A mixedmethods design was employed to collect data from course evaluation surveys, academic performance records, TOEIC scores, reflective journals, and semi-structured interviews with six students. The findings demonstrated that the integrated approach bridged the gap between academic writing instruction and the requirements of professional business communication. Advanced students readily embraced openended writing and valued real-world feedback, while lower-proficiency students participated actively but relied more on templates and required additional support. Both groups rated expert feedback positively, indicating that mentorship was valuable for all proficiency levels. The study discusses pedagogical implications for English for Specific Purposes curriculum design and offers suggestions for future research.
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  A Comparative Analysis of Pre-task Planning Conditions and their Effects on Intermediate EFL Learners' Oral Performance

  Alireza KHORAM

  Asian Journal of English Language Teaching. 2026, 35(1): 62-82.

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  Task planning has received substantial attention from researchers within task-based language teaching. However, there is some uncertainty regarding the impacts of different classroom organizations in pre-task planning on task performance. Accordingly, this research examines how various planning conditions affect students' L2 oral performance in task-based activities in terms of complexity, accuracy, and fluency. Sixty intermediate EFL students were divided randomly into three experimental groups and one control group. While the control group performed without planning, experimental groups completed a decision-making task under different planning conditions: individual, pair work, or guided (with content and language guidelines). Findings showed that individual and pair work planning significantly improved fluency compared to guided planning, but not accuracy or complexity. Individual planners achieved the highest complexity levels, followed by pair work and guided planners, whereas guided planning produced better accuracy than both individual and group-based conditions. The findings suggest that variation in classroom structure in pre-task planning is beneficial to different areas of language performance.
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  A Comparative Analysis of TBLT and PPP in Developing WTC and Conversational Engagement among Japanese EFL University Students

  Pino CUTRONE

  Asian Journal of English Language Teaching. 2026, 35(1): 83-110.

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  This study examined the effect of two EFL instructional approaches, Task-Based Language Teaching (TBLT) and Presentation, Practice, Production (PPP), on Japanese EFL university students' Willingness to Communicate (WTC) and Conversational Involvement in L2 English. To this end, 64 Japanese university students, enrolled in an English Listening and Speaking course, participated in the study. The 64 participants comprised two separate classes of 32 students, each receiving a different instructional approach: one group was taught using TBLT, while the other followed the PPP model. Assessments of each participant's WTC and involvement in conversations were conducted at the course's beginning and end (after 15 weeks, which consisted of approximately 45 hours of instruction). Each of these assessments involved participating in a dyadic conversation with a classmate (which was transcribed verbatim and analyzed for the number of words uttered and questions posed) and completing a WTC questionnaire. Overall, the results demonstrated that TBLT was significantly more effective than the PPP approach across all measures of conversational involvement, including students' willingness to communicate (WTC) in L2 English, the number of words spoken, and the number of questions posed.
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  Task-Based Language Teaching under Scrutiny: Rethinking TBLT in EFL and a Revised PPP Proposal

  Rintaro SATO

  Asian Journal of English Language Teaching. 2026, 35(1): 111-123.

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  Task-Based Language Teaching (TBLT) has been widely promoted as a communicative methodology, yet its implementation in Japanese EFL classrooms has often proven problematic due to exam-oriented curricula, limited input, and entrenched teacher-centered practices. This paper critically examines these challenges and shows how they conflict with the realities of Japanese EFL (Sato, 2009, 2010, 2011, 2024). Drawing on previous critiques and debates, it argues that while tasks can enhance motivation and fluency, they cannot serve as the sole framework for instruction. As a pragmatic alternative, the Revised Presentation–Practice–Production (R-PPP) approach is proposed (Sato, 2009, 2010; Sato et al., 2022). R-PPP retains the structural clarity and explicit focus on form characteristic of PPP while incorporating scaffolded opportunities for meaningful communication. By balancing accuracy and fluency, structure and flexibility, R-PPP offers a context-responsive pathway for Japanese EFL classrooms and other exam-driven EFL environments, providing a practical model for fostering communicative competence without disregarding classroom realities.
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  Book Review of Second Language Reading Research and Practice: A Task-Based Approach

  Jiaxuan YU

  Asian Journal of English Language Teaching. 2026, 35(1): 124-128.

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