EFL teacher educators appropriating Task-based Language Teaching in pre-service teacher education: a Vietnamese case

This thesis examines English language teacher educators’ engagement with Task-based Language Teaching (TBLT). It identifies an appropriation mechanism which unfolds and explains the intricate relationship between teacher educators’ perceptions and practices in relation to TBLT, together with the impacts of contextual factors. The findings contribute insights into classroom teachers' understanding and practice of TBLT, as well as the implementation of education reforms or education policies. The study also provides implications for reconsidering the roles of teacher educators in the Vietnamese education system.