Task-Based Learning in EFL teaching: Teachers' Perspectives
DOI:
https://doi.org/10.59169/pentaciencias.v5i5.721Keywords:
Teachers’ perceptions; Task-based learning; implementation; conceptsAbstract
The main objective of this quantitative-descriptive study was to explore the teachers' perceptions of implementing the Task-Based Learning method in public educational institutions in Cotopaxi province. The information was obtained through an instrument designed by Mahdavirad to examine EFL teachers' beliefs of Task-Based Language teaching with reference to classroom practice, which was answered voluntarily by a total of 106 English teachers belonging to 33 public educational institutions in the Latacunga - Pujilí canton. The information was analyzed through the SPSS statistical software. The research results showed that most English teachers have sufficient knowledge of Task-Based learning concepts and understand the role of a task. Likewise, English teachers have very clear points of view about the implementation of Task-based learning. However, there are a low percentage of teachers who would not implement the method in their classes because the texts are not adequate, and the large class size is an obstacle for teachers. The value of this study is to show the perceptions and understanding of teachers of English as a foreign language in the implementation of the Task-Based Learning methodology and open the way for future teachers to implement this method adequately in their teaching processes.
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