Abstract
This action research examines a teacher approach to task-based activities during Japanese language teaching practices. The task-based activities examined in this study specifically focus on learner presentations. Effective task-based activities in this context are defined as those that facilitate ease of speaking for learners and are aligned with their proficiency levels and interests. These activities will be analyzed accordingly. The analysis is categorized into two stages: the lesson planning stage and the implementation stage, both of which are evaluated based on learners' responses. The findings indicate that aspects such as adjusting the difficulty level of tasks and providing feedback conducive to uptake yielded inconsistent outcomes. For instance, in terms of feedback, the predominant use of recasts hindered thorough correction, thereby highlighting areas where the author's teaching approach requires improvement. Based on the analysis of these issues, this paper proposes specific measures for improvement.
https://ror.org/05qz4zw08 
