Investigating EFL and ESL Teachers' Perceptions, Attitudes, and Implementation (acceptance / avoidance) of the Task-Based Language Teaching: A Comparative Cross- Contextual Study
Subject Areas : Journal of Studies in Learning and Teaching English
Maryam DelfarianTurk
1
,
Firooz Sadighi
2
*
,
Leila Akbarpour
3
1 - Department of English Language Shiraz Branch, Islamic Azad University Shiraz, Iran
2 - Faculty of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Keywords: Task-Based Language Teaching, English as a Second Language, English as a Foreign Language, Perceptions and Attitudes, TBLT Implementation.,
Abstract :
This mixed-methods study investigates and compares the perceptions (understandings), attitudes, and implementation of Task-Based Language Teaching (TBLT) among English as a Foreign Language (EFL) and English as a Second Language (ESL) teachers. This research aims to identify how teachers in different contexts perceive TBLT, examine its implementation in classrooms, and explore the factors influencing its acceptance or avoidance among the participants. A total of 60 high school teachers (30 EFL and 30 ESL) participated in the study, which employed a survey design for the quantitative phase and classroom observations and semi-structured interviews for the qualitative phase. Quantitative data were collected using a Likert scale questionnaire, and the responses were analyzed using descriptive and inferential statistics, including independent samples t-tests. The qualitative data from observations and interviews were transcribed, coded, and analyzed to provide a comprehensive understanding of TBLT practices. Results indicated significant differences in perceptions between EFL and ESL teachers, with EFL teachers showing more resistance due to practical challenges such as large class sizes and inadequate materials. However, both groups demonstrated favorable attitudes towards TBLT, and its overall implementation by them showed no significant difference. A key finding was the significant disparity in the tendency to avoid TBLT, influenced by contextual factors such as institutional support and resources. These findings underscore the importance of addressing contextual barriers to facilitate the effective adoption of TBLT. The study recommends integrating TBLT principles into English textbooks, providing adequate resources and training for educators, and fostering supportive institutional policies.
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