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An Empirical Study of Chinese Pre-service Teachers’ Perceptions of the use of Authentic Tasks in the EFL Classroom in China

Haohao Zhang


Authentic tasks present the real-life activities in the classroom, and provide students with opportunities for real-life communication. This research aims to investigate the perceptions of Chinese pre-service teachers on the implementation of authentic tasks in ELT classroom in China, and to investigate the influence of their previous experience as students on their perceptions.


Authentic tasks; English language teaching; Pre-service teachers

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DOI: http://dx.doi.org/10.18686/ahe.v7i6.7742