Iranian English Language Teachers’ Perception of Task-Based Language Teaching (TBLT): Principles and Challenges

This paper presents the findings of the study on Iranian English language teachers’ understanding of task-based language teaching (TBLT) principles and perceived challenges of TBLT implementation in Iran. The data obtained from 100 respondents on a 39-item survey instrument and four essay questions analyzed through frequency statistics revealed that nearly 70 percent of teachers were cognizant of TBLT principles and in comparison with institutional and learner factors, teacher- related factors including teacher proficiency, experience, training, ability/skill, satisfaction and fidelity to tradition, inadequate income, and assumed roles were top challenges in the implementation of TBLT. The result is a further confirmation of the extraordinary role put down to teacher variables by Deng and Carless (2009), Jeon and Hahn (2006), Chang and Goswami (2011), Li (1998), and Richard (2011). The study also revealed that factors like teachers’ being aware of TBLT advantages, their willingness to do TBLT, compatibility of their understanding with TBLT, their ability to change student attitudes towards TBLT, their access to authenticity, and student motivation can be viewed as assets in TBLT implementation.

کلیدواژه ها:

TBLT ، Challenges ، Teacher Variables ، Implementation