Document Type



Master of Science (MS)


Foreign Language Education

First Advisor's Name

Eric Dwyer

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Teresa Lucas

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Marisa Filgueras-Gomez

Third Advisor's Committee Title

Committee Member


Task-based, Vocabulary Instruction, Perspectives, EFL, High School, Vietnamese Teachers

Date of Defense



Task-Based Language Teaching (TBLT) is considered innovative in foreign language teaching. However, the body of research on TBLT employment in vocabulary instruction is still modest. This study explored teachers’ beliefs and practices regarding vocabulary instruction using TBLT. This study examined such application among Vietnamese high-school EFL teachers (N = 60) using a mixed methods research design. Data were collected using online questionnaires.

Data analysis showed that 53.6% of the participating teachers associated vocabulary instruction with TBLT. However, regardless of their years as instructors, they still found it challenging to implement TBLT vocabulary instruction due to numerous factors. In fact, 66.2% of the participating teachers acknowledged a variety of constraints in applying TBLT, among which, exam-oriented curricula were reported as the biggest impediment.





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