Embedded Files
In progress
Book Chapters
Task-based needs analysis and syllabus design
Task-based needs analysis and syllabus design
Van Gorp, K., Guan, X., & Coss, M. D. (In press). From needs to tasks: A research-informed five-stage framework for task-based syllabus development. In R. Gilabert & A. Mailcka (Eds). From task-based needs analysis to task and syllabus design: Insights from across educational contexts. John Benjamins.
Examines whether each learner's (N = 40) model-estimated overall tendency to experience tasks as more or less interesting and engaging, or as more or less cognitively and emotionally demanding, predicts their rate of TBLA speaking growth over one year, controlling for initial proficiency.
Examines whether each learner's (N = 40) model-estimated overall tendency to experience tasks as more or less interesting and engaging, or as more or less cognitively and emotionally demanding, predicts their rate of TBLA speaking growth over one year, controlling for initial proficiency.
Guan, X., & Van Gorp, K. (In revision). Does multidimensional task engagement predict long-term L2 speaking development? Evidence from a year-long TBLT classroom. In Mahmoud Abdi Tabari (Eds). Task motivation and task engagement within the TBLT domain: Theory and practice. John Benjamins.
Peer-reviewed Journal Articles
Examines how one learner’s perceptions of TBLT’s value for her language and professional skills evolved across her transition from school to the workplace over four years.
Examines how one learner’s perceptions of TBLT’s value for her language and professional skills evolved across her transition from school to the workplace over four years.
Guan, X. (first submission). Shifting Identities and Evolving Capital: A Four-year Longitudinal Case Study of Learner Perceptions of TBLT in Business English in Neoliberal China.
Compares one-year learning gains between the TBLT group and a control group receiving task-supported language teaching (TSLT).
Compares one-year learning gains between the TBLT group and a control group receiving task-supported language teaching (TSLT).
Van Gorp, K., Coss, M. D., Guan, X., Burton, D., & Tuzcu, A. (resubmitted). Task-based or task-supported language education? A longitudinal comparative effectiveness study of two pedagogical approaches.
Examines how contextually shaped teacher emotions influenced pedagogical agency, and contributed to teacher identity development during TBLT implementation in the Chinese ELT classroom.
Examines how contextually shaped teacher emotions influenced pedagogical agency, and contributed to teacher identity development during TBLT implementation in the Chinese ELT classroom.
Guan, X. (under review). Emotion-identity-agency triangle in localizing TBLT during COVID-19 in China: An autoethnography from an Ecological Perspective.
In preparation
Documents the challenges, pedagogical responses, and successes I encountered as a novice teacher implementing TBLT over one academic year.
Documents the challenges, pedagogical responses, and successes I encountered as a novice teacher implementing TBLT over one academic year.
Guan, X. Navigating TBLT in the Chinese classroom: Challenges, successes, and adaptive agency of a novice teacher.
Guan, X., & Van Gorp, K. One TBLT syllabus, two speaking-growth stories: A person-centered mixed-methods study.
Van Gorp, K., & Guan, X. A year of shifting perceptions: Nonlinear development of interest, multidimensional engagement, and cognitive-emotional load in TBLT
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