Implementation of Task-based Language Teaching in EFL Context: Instructors’ Perceptions and Challenges

Resumo

In many English as a Foreign Language (EFL) contexts, including Algeria, Task-based Language Teaching (TBLT) has been increasingly promoted as a potentially efficient approach to for English language instruction. Nevertheless, there is limited evidence regarding the instructors’ attitudes towards it in higher education and the challenges they face when implementing it in real classroom settings. Thus, the purpose of this paper is to explore the perspectives of instructors on TBLT use and to identify the main obstacles that hinder its effective incorporation in EFL tertiary contexts. To achieve this, both a survey and semi-structured interviews were conducted with a sample of forty-five university English instructors. The quantitative data were examined through descriptive statistics (frequencies, relative frequencies, means, and standard deviations), while the qualitative data were analysed using content analysis method. The results demonstrate that teachers hold favorable attitudes towards the implementation of TBLT due to their advanced comprehension of TBLT principles. However, they face challenges such as teaching large classes and assessing students’ performance in task-based activities. Therefore, recommendations are offered in light of the results to assist teachers implement TBLT more efficiently in EFL tertiary contexts. The study’s conclusions have various potential implications. The perception of TBLT by instructors significantly influences its implementation in the classroom. The favorable attitudes of teachers towards TBLT are essential for its effective implementation due to their crucial role in guiding and supporting students’ learning. Teachers’ attitudes may be enhanced by participating in continuous professional development programs, which would assist them in addressing the challenges of adopting TBLT in their classrooms.