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The concept of Task-based Language Teaching (TBLT) has been introduced into various educational programs worldwide since the 20 th century. However, challenges and difficulties tend to arise when Chinese college English teachers accept TBLT as an innovation in curriculum. Therefore, this paper attempts to conduct a small case study in one Chinese regular university to explore English teachers' beliefs, attitudes and challenges towards TBLT. The data were collected through class observation anddoi:10.25236/fer.2021.040818 fatcat:wy2gubca7fdhbodttg22vr46ri