The Case for a Task-Teach-Task (TTT) Approach in the Japanese University EFL Speaking Context

Abstract

This forum paper proposes that an active learning methodology, specifically TTT or test/task-teach-test/teach (see Willis and Willis, 2007), should be employed when teaching EFL speaking to Japanese university ELL’s. The rationale for this position extends from pedagogical grounds to also include the affective and cognitive arenas. Leveraging relevant theory, the paper outlines how a TTT approach could address the noted lack of returns on Japan’s substantial investment in ELT by promoting student buy-in while also corresponding to the latest trends emerging from greater applied linguistic thought vis-à-vis proficiency development and progression.