Task-based needs analysis in low-resource regions and contexts

Abstract This article adds to a growing body of inquiry that has sought to investigate the suitability of task-based language teaching (TBLT) in global English-as-a-Foreign-Language (EFL) contexts. The issue of task authenticity (e.g., Ellis, 2017 ) and applicability of TBLT has been mainly explored at the university level (e.g., Kessler et al., 2021 ; McDonough & Chaikitmongkol, 2007 ) and in other high-resource contexts and regions (e.g., Smith et al., 2022 ). The current study examines two low-resource EFL contexts: (1) schools in rural regions at the border of Thailand and Myanmar and (2) a bilingual school’s vocational program in western Honduras. Both case studies employed triangulation of sources (students, teachers, administrators, documents) and methods (surveys, interviews, document analysis) to uncover common obstacles and challenges regarding the understanding of language needs for EFL students in these regions. Findings highlight how teacher shortages, limited resources, and regional job offerings shape EFL education and the suitability of TBLT globally.