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

Abstract

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.