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Under task-based language teaching (TBLT), language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to real-world activities. This qualitative case study discusses the integration of a task-based approach into a TESOL course in a language teacher education program in Taiwan with regard to 39 participants' attitude and learning in a northern city in Taiwan. The major data in this study included participants' projects, class observations and classdoi:10.5539/elt.v7n9p36 fatcat:ldhrznezmjcrvl3ozfa3qxs6wa