TASK-BASED LANGUAGE TEACHING FOR PRIMARY STUDENTS IN VIETNAM: POTENTIAL AND POSSIBILITIES

Abstract

This study examines the potential of Task-Based Language Teaching (TBLT) for young learners in Vietnam by synthesizing key theoretical and pedagogical insights from existing research. Using a systematic review of literature from major academic databases (e.g., Scopus, Web of Science, Google Scholar), this study identifies input-based tasks and task repetition as essential strategies for optimizing TBLT implementation at the primary level. Input-based tasks provide essential scaffolding, allowing learners to engage in communication without the pressure of immediate production, while task repetition reinforces comprehension and fluency over time. By bridging theory and practice, this research contributes to the development of a more effective and accessible approach to English language education for young learners in Vietnam