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dc.contributor.authorDamdin, Chuluuntumur
dc.contributor.supervisorJulian Chenen_US
dc.contributor.supervisorPaul Merciecaen_US
dc.contributor.supervisorSender Dovchinen_US

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.

dc.publisherCurtin Universityen_US
dc.titleAn autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learnersen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.contributor.orcidDamdin, Chuluuntumur [0000-0001-9040-1315]en_US

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