EFL University Teachers’ Perspectives on Using Task-Based Language Teaching in their Classrooms

Abstract

This study aims to investigate EFL teachers’ perspectives on Task-Based Language Teaching (TBLT) and identifies its implementation challenges. Data for this study were collected from seven EFL university teachers through semi-structured interviews. Findings demonstrate that teachers understood the main principles of TBLT; however, they mistakenly restricted its use to teaching only speaking and listening skills and exclusively with high proficiency students. They also acknowledged several benefits of applying this approach, such as enhancing students engagement and communicative competence. Teachers revealed several obstacles impeded them from implementing TBLT effectively. Some of these obstacles are time constraints and inadequate pedagogical resources. Based on these findings, it is recommended that teachers should apply TBLT across all language skills using proficiency-tailored tasks. They should also pursue professional development programs about this approach. Educational authorities must allocate sufficient instructional time and fund professional development programs. Addressing these priorities is essential for effective TBLT implementation.