<![CDATA[Implementing Task-Based Language Teaching (TBLT) in EFL classrooms abroad, related to cross-cultural contexts in Thai secondary schools and presents challenges for Indonesian EFL teachers. Previous studies on TBLT challenges have not examined cross-cultural contexts, so this study aims to explore the cultural challenges faced by an Indonesian EFL teacher in implementing TBLT in Thailand and to examine the adaptation strategies used by the teacher. A qualitative case study was conducted through a semi-structured interview with an Indonesian EFL teacher via zoom, who was selected through purposive sampling. The data from the interview were transcribed and analyzed using thematic analysis. The analysis revealed that the challenges faced by the teacher were related to language and communication barriers, time management, student learning behaviour and engagement, as well as motivational and reward-oriented learning culture. To address these challenges, the teacher utilized classroom cultural customs in Thailand, such as introducing regular use of English in students' daily lives, dividing the material into several meetings, reducing the difficulty level of tasks according to students' abilities, and consulting with other teachers to adapt teaching strategies to student characteristics. These findings indicate that TBLT implementation in Thai classrooms requires cultural adaptation and flexibility when applied in cross-cultural teaching environments. The study concludes that TBLT implementation in cross-cultural contexts requires teachers to consider student characteristics and local cultural practices. This study contributes to the understanding of cross-cultural challenges in implementing TBLT and provides a reference for practical adaptation strategies for Indonesian teachers teaching abroad.]]>
Copyrights © 2026
