EFL Teachers’ Beliefs about Task-Based Language Teaching: A Qualitative Study from Iran
محورهای موضوعی : Journal of Applied Linguistics Studies
Elahe Shirafkan
1
,
Amir Marzban
2
,
Shaban Najafi Karimi
3
1 - Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Department of English Language Teaching, Qaemshahr Branch, Islamic
Azad University, Qaemshahr, Iran
3 - Department of English Language Teaching, Qaemshahr Branch, Islamic Azad
University, Qaemshahr, Iran
کلید واژه: Implementation, TBLT, education,
چکیده مقاله :
ABSTRACT While research on task-based language teaching (TBLT) has grown extensively, little is known about teachers’ beliefs of this approach. The study sought to uncover the potential factors influencing teachers' beliefs and practices regarding TBLT. Examining these factors allows for a deeper understanding of the complex dynamics that shape teachers' approaches in implementation of TBLT. In response to this lacuna, the current study explored Iranian EFL teachers’ beliefs about task-based language teaching. Data were collected from 15 teachers using interviews and analyzed based on the principles of thematic analysis. Data analysis showed four themes in the teachers’ beliefs about TBLT: (1) learners’ eagerness to communication through TBLT and their resistance to TBLT, (2) more acceptance and implementation of PPP (present-practice-produce) compared to TBLT, (3) time constraints and management for TBLT implementation, and (4) preference to use the previously-designed materials than task-based materials. Based on the findings, implications are provided for teacher educators to run professional development courses that enhance teachers’ awareness of TBLT.
ABSTRACT While research on task-based language teaching (TBLT) has grown extensively, little is known about teachers’ beliefs of this approach. The study sought to uncover the potential factors influencing teachers' beliefs and practices regarding TBLT. Examining these factors allows for a deeper understanding of the complex dynamics that shape teachers' approaches in implementation of TBLT. In response to this lacuna, the current study explored Iranian EFL teachers’ beliefs about task-based language teaching. Data were collected from 15 teachers using interviews and analyzed based on the principles of thematic analysis. Data analysis showed four themes in the teachers’ beliefs about TBLT: (1) learners’ eagerness to communication through TBLT and their resistance to TBLT, (2) more acceptance and implementation of PPP (present-practice-produce) compared to TBLT, (3) time constraints and management for TBLT implementation, and (4) preference to use the previously-designed materials than task-based materials. Based on the findings, implications are provided for teacher educators to run professional development courses that enhance teachers’ awareness of TBLT.
