Iranian EFL Teachers’ Perceptions of Task-Based Language Pedagogy

Omid Tabatabaei, Atefeh Hadi


Recently task-based language teaching (TBLT) evolving from communicative language instruction has drawn the attention of many researchers towards itself. To date, there have been few systematic studies on teachers’ perceptions in this field. This study has intended to explore teachers’ perceptions of task-based language pedagogy and the tasks used in the foreign language classrooms of Iran. It also seeks to investigate Iranian EFL teachers’ views on implementing TBLT and the reasons which make them choose or avoid implementing TBLT. A sample of 51 EFL teachers participated in this study. A questionnaire was used to examine the perceptions of the Iranian EFL teachers towards TBLT and the data were analyzed qualitatively and quantitatively. The results of the study showed that most participants understand TBLT concepts and principles very well and there are just a few negative views on the application of this approach in English classrooms of Iran. This implies that EFL teachers can be hopeful to successfully apply TBLT in their classes. Ultimately, it is believed that the results of such research will encourage EFL teachers to have more positive attitudes towards TBLT.

Key words: Task-based Language Teaching (TBLT); EFL contexts; Teachers’ perceptions


Task-based Language Teaching (TBLT); EFL contexts; Teachers’ perceptions

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