EFL Teachers’ Beliefs about Task-Based Language Teaching: A Qualitative Study from Iran

Journal of Applied Linguistics Studies

مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 دی 1402

نوع مقاله: Original Article

نویسندگان

Elahe Shirafkan^{* 1}؛ Amir Marzban²؛ Shaban Najafi Karimi²

¹Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

²Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

چکیده

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.

کلیدواژه‌ها

TBLT؛ Education؛ Implementation