Abstract:
Pedagogical and situational authenticity have become centralissuesin task-based language teaching (TBLT)research. This study exploresEnglish as a foreign language (EFL)teachers’ and students’ perceptions regarding the fulfillmentof situational authenticity using relatedness, authentic, ill-structured, and solvable (RAIS) frameworks and examineshow they implement these four frameworks in their online TBLT practices. Withina mixed methodsdesign, a questionnaire was administered to 90 EFL teachers (39 male and 51 female) and 180 students (82 male and 98 female) from nine provinces in Indonesia to examinethe fulfillmentof the RAIS frameworkinteachers’ online TBLT practices. A qualitative interview was then conducted with18 teachers and 36 students to draw on their practices and challenges in applying theframeworksin online TBLT practice.The quantitativedata were analyzedusing the Mann-Whitney U test to explain the fulfillmentlevel of the frameworks in teachers’ online TBLT and the significant difference inperception between the two groups of participants.Thematic analysis was applied to draw on their practices and challenges inimplementing the frameworks in online TBLT. The findingsindicate low to high fulfillmentof some RAIS frameworks in teachers’ online TBLTpractices. There was no significant differenceinperception between the two groups’participants, except in implementingsituational authenticityand assessmentframeworks. Situational authenticity was minimally applied because of teachers’ lack of understanding and limited awareness of the model of the framework.Another challenge was the focus of teachers’ assessment,which overlooked the collaborative process during online TBLT activities.
