Universal Journal of Educational Research Vol. 8(4), pp. 1289 - 1298
DOI: 10.13189/ujer.2020.080420
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Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain

Fatima Taourite ^*, Raul Ruiz Cecilia
Faculty of Educational Sciences, Granada University, Granada, 18011, Spain

ABSTRACT

The perceptions and understanding of Task-based Language Teaching (TBLT) among Spanish primary English as Foreign Language (EFL) teachers are explored in this research. TBLT is an established active communicative pedagogical approach, but teachers still face problems and refuse using TBLT in their classes. Thus, the following research opened the issue with the Spanish teachers to pave the way for a larger study that aims to discover what teachers think of TBLT and the reasons why teachers refuse or accept to implement TBLT in their teaching. The sample population in the study included 76 EFL teachers with different teaching experiences. This research adopted a quantitative approach using a questionnaire which was carefully modified from Jeon and Hahn's (2006). The results found showed participants have a high level of understanding of TBLT and are aware of its motivational advantage on learners, but they are still afraid of its implication in their classes. Recommendations for a good TBLT training were provided by teachers which may affect teachers' practices and training developers in the Spanish context.

KEYWORDS
Task-Based Language Teaching, EFL Teachers' Perceptions, Spanish Teaching Context

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fatima Taourite , Raul Ruiz Cecilia , "Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain," Universal Journal of Educational Research, Vol. 8, No. 4, pp. 1289 - 1298, 2020. DOI: 10.13189/ujer.2020.080420.

(b). APA Format:
Fatima Taourite , Raul Ruiz Cecilia (2020). Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain. Universal Journal of Educational Research, 8(4), 1289 - 1298. DOI: 10.13189/ujer.2020.080420.