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.
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
References
Anderson, J. R. (1993). Rules of the mind. Lawrence Erlbaum Associates.
Boers, F. (2024). From PPP to APC: Some thoughts triggered by Ellis' (2024) take on task-supported language teaching. International Journal of TESOL Studies, 6(4), 34-42. https://doi.org/10.58304/ijts.20240405
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press..
Ellis, R. (2024). Task-based and task-supported language teaching. International Journal of TESOL Studies, 6(4), 1-13. https://doi.org/10.58304/ijts.20240403
Hu, G. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 39(4), 635-660. https://doi.org/10.2307/3588525
Long, M. H. (2015). Second language acquisition and task-based language teaching. Routledge.
Matsumura, M. (2009). Eigo kyōiku o shiru 58 no kagi [58 key factors for English education]. Taisyuukan Shoten.
Ministry of Education, Culture, Sports, Science and Technology. (2003). The course of study for foreign languages in senior high schools. MEXT.
Ministry of Education, Culture, Sports, Science and Technology. (2008). The course of study for foreign languages in junior high schools. MEXT.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press..
Sato, R. (2009). Suggestions for creating approaches suitable to the Japanese EFL environment.The Language Teacher, 33(9), 11-14.
Sato, R. (2010). Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL classroom.JALT Journal, 32(2), 189-201.
Sato, R. (2011). A reply to responses to “Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese classroom.”JALT Journal, 33(1), 95-102.
Sato, R. (2024). Reflections and interpretations: My analysis of “An interview with Dr. Kensaku Yoshida.”Osaka JALT Journal, 11, 25-37.
Sato R., Kasahara K., et al. (2022). Kōkateki eigo jugyō no sekkei: Rikai, renshū, kurikaeshi o jūshi shite[Designing effective English lessons: Emphasizing understanding, practice, and repetition]. Kaitakusha.
Shintani, N. (2024, October 20). Transforming English lessons through tasks: Effective instruction based on second language acquisition [Conference presentation]. 25th Annual Conference of the Hokkaido English Language Education Society (HELES), Sapporo, Japan.
Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 17-30). Heinemann.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press..
Sybing, R. (2011). A response to criticism of TBLT in Japan's language classrooms.JALT Journal, 33(1), 67-69.
Teng, M. F. (2024). Can we play with tasks? A response to Ellis (2024), focusing on task engagement in TBLT, TSLT, and a modular curriculum. International Journal of TESOL Studies, 6(4), 43-54. https://doi.org/10.58304/ijts.20240405
Urick, R. (2011). On methodology in Japanese secondary English classrooms.JALT Journal, 33(1), 70-71.
White, R. (1988). The ELT curriculum: Design, management, innovation. Blackwell.
Willis, J. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds.), Task-based instruction in foreign language education: Practices and programs (pp. 3-44). Georgetown University Press.
Willis D.,& Willis, J. (2007). Doing task-based teaching. Oxford University Press..
Yamaoka, T. (2006). On the importance of imitation and repetition in foreign language learning.ARELE, 17, 1-10
Yashima T., Zenuk-Nishide L., & Shimizu K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication.Language Learning, 54(1), 119-152.
PDF(309 KB)
