Task-Based Language Teaching in Secondary Schools: An Exploration of Iraqi EFL Teachers' Views

Abstract

Task-based Language Teaching (TBLT) has significantly shaped the status quo of English Language Teaching globally. Despite its widespread theoretical foundations and pedagogical practices, little is known about its use in secondary schools in Iraq. This study examines how Iraqi EFL teachers view TBLT in the setting of secondary schools in Iraq. One hundred twenty instructors from 30 distinct middle and high schools in Baghdad completed questionnaires to provide data. Both quantitative and qualitative approaches were adopted to collect and analyze the data. Regardless of teaching level and years of experience, the survey's overall results indicate that most participants positively perceive TBLT in fostering speaking ability. Furthermore, based on qualitative data analysis, teachers highlighted the role of TBLT in providing students with Authentic Communication, collaborative learning, task variety, and focus on fluency, which could assist students in promoting their speaking ability. The findings were discussed, and several pedagogical implications were presented to help teacher educators in creating rich training programs to implement TBLT more successfully.