Abstract:
Pedagogical and situational authenticity have become central issues in task-based language
teaching (TBLT) research. This study explores English as a foreign language (EFL) teachers’ and
students’ perceptions regarding the fulfillment of situational authenticity using relatedness,
authentic, ill-structured, and solvable (RAIS) frameworks and examines how they implement these
four frameworks in their online TBLT practices. Within a mixed methods design, 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 examine the fulfillment of the RAIS framework in
teachers’ online TBLT practices. A qualitative interview was then conducted with 18 teachers and
36 students to draw on their practices and challenges in applying the frameworks in online TBLT
practice. The quantitative data were analyzed using the Mann-Whitney U test to explain the
fulfillment level of the frameworks in teachers’ online TBLT and the significant difference in
perception between the two groups of participants. Thematic analysis was applied to draw on their
practices and challenges in implementing the frameworks in online TBLT. The findings indicate
low to high fulfillment of some RAIS frameworks in teachers’ online TBLT practices. There was
no significant difference in perception between the two groups’ participants, except in
implementing situational authenticity and assessment frameworks. 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.
