Task-Based Language Teaching in Iraqi Secondary Schools: EFL Teachers’ and Students' Perceptions toward the Opportunities and Challenges

Mohammed Abdulaemma Hamzah ¹ ( Department of English Language Teaching, NT.C., Islamic Azad University, Tehran, Iran )
Servat Shirkhani ² ( Department of English Language Teaching, WT.C., Islamic Azad University, Tehran, Iran )

Submited date : 2025-07-25 Accepted date : 2025-08-28

Keywords: Challenges, Mixed methods research, Opportunities, Student perceptions, Task-based language teaching, Teacher perceptions,

Abstract :

Task based language teaching (TBLT) has become a leading approach in language education mainly due to its potential in making language learning more meaningful and real like for language learners.  However, teachers and students might face some challenges in implementing TBLT. Accordingly, this study was an attempt to examine the opportunities and challenges of implementing TBLT in Iraqi secondary schools based on the perceptions of English language teachers and students. This mixed methods study used two questionnaires administered to 42 teachers and 61 students and two semi-interviews carried out with five teachers and five students. The findings indicated that both teachers and students acknowledged the effectiveness of TBLT. Teachers emphasized the positive impact of TBLT on learner collaboration and interaction skills and students referred to the role of TBLT in enhancement of learner interest, communication, and learning and retention of materials. However, the teachers and students confirmed that some challenges make TBLT implementation difficult in Iraqi secondary schools. Teachers were more concerned with large number of students in classes, time limitation, unsuitable teaching materials, and students’ unfamiliarity with TBLT and students saw insufficient time, their unfamiliarity with TBLT, and the difficulty of practicing TBLT as the major challenges. The study suggests that TBLT can be beneficial for language teaching and learning in Iraqi secondary schools but this demands some changes, more specifically in relation to the time allocated to English teaching and the textbooks and materials used in the schools.

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