A Study of Internationally-certified Iranian EFL Teachers’ Perceptions of Task-based Language Teaching Principles | ||
| نقد زبان و ادبیات خارجی | ||
| مقاله 3، دوره 22، شماره 35 - شماره پیاپی 12، مهر 1404، صفحه 19-34 اصل مقاله (639.72 K) | ||
| نوع مقاله: مقاله علمی پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/clls.2025.238851.1313 | ||
| نویسندگان | ||
| هادی فدایی1؛ ساسان بالغی زاده* 2 | ||
| 1دانشجوی دوره دکترای آموزش زبان انگلیسی، گروه زبتن و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید بهشتی | ||
| 2استاد، گروه زبان و ادبیات انگلیسی، دانشگاه شهید بهشتی | ||
| چکیده | ||
| Task-Based Language Teaching (TBLT) promotes interactive learning through communicative tasks, diverging from traditional grammar-focused methods. Though widely adopted globally, its perception among internationally-certified Iranian EFL teachers remains underexplored. This qualitative study examines how 30 CELTA- or TESOL-certified teachers from private Iranian language institutes perceive TBLT. Textbook-driven instruction dominates in Iran, though certain textbooks feature task-based approaches, posing challenges to TBLT’s consistent application. Through content analysis of semi-structured interviews, the study uncovered key themes. Findings revealed that teachers appreciate TBLT for boosting student motivation and communicative competence, with CELTA and TESOL training enhancing their skills in task design and confidence in implementation. Still, difficulties arise in adapting TBLT for low-proficiency learners and balancing meaning with form. To effectively integrate TBLT into Iranian EFL contexts, the study underscores the need for targeted professional development, curriculum adjustments, and institutional support, equipping teachers with practical tools for communicative teaching. The findings have a number of pedagogical implications which are subsequently presented. | ||
| کلیدواژهها | ||
| Proficiency؛ TESOL؛ Task؛ CELTA؛ TBLT | ||
| عنوان مقاله [English] | ||
| A Study of Internationally-certified Iranian EFL Teachers’ Perceptions of Task-based Language Teaching Principles | ||
| نویسندگان [English] | ||
| Hadi Fadaei1؛ Sasan Baleghizadeh2 | ||
| 1Ph.D. Candidate of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University | ||
| 2Professor, Department of English Language and Literature, Shahid Beheshti | ||
| چکیده [English] | ||
| Task-Based Language Teaching (TBLT) promotes interactive learning through communicative tasks, diverging from traditional grammar-focused methods. Though widely adopted globally, its perception among internationally-certified Iranian EFL teachers remains underexplored. This qualitative study examines how 30 CELTA- or TESOL-certified teachers from private Iranian language institutes perceive TBLT. Textbook-driven instruction dominates in Iran, though certain textbooks feature task-based approaches, posing challenges to TBLT’s consistent application. Through content analysis of semi-structured interviews, the study uncovered key themes. Findings revealed that teachers appreciate TBLT for boosting student motivation and communicative competence, with CELTA and TESOL training enhancing their skills in task design and confidence in implementation. Still, difficulties arise in adapting TBLT for low-proficiency learners and balancing meaning with form. To effectively integrate TBLT into Iranian EFL contexts, the study underscores the need for targeted professional development, curriculum adjustments, and institutional support, equipping teachers with practical tools for communicative teaching. The findings have a number of pedagogical implications which are subsequently presented. | ||
| کلیدواژهها [English] | ||
| Proficiency, TESOL, Task, CELTA, TBLT | ||
| مراجع | ||
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