Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia

Abstract: The term task-based language teaching (TBLT) is widely used in the context of second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicit method. This study,...

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Main Authors:	Musazay, Asma, Khalid, Madihah
Format:	Article
Language:	English
Published:	IIUM 2017
Subjects:	L Education (General)
Online Access:	http://irep.iium.edu.my/66857/ http://irep.iium.edu.my/66857/ http://irep.iium.edu.my/66857/1/withasma.pdf

id	iium-66857
recordtype	eprints
spelling	iium-668572019-01-31T04:54:29Z http://irep.iium.edu.my/66857/ Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia Musazay, Asma Khalid, Madihah L Education (General) Abstract: The term task-based language teaching (TBLT) is widely used in the context of second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicit method. This study, therefore, aims to explore and research the perceptions of CELPAD teachers towards TBLT, at the International Islamic University Malaysia (IIUM). The research aims to determine the level of awareness, understanding, and the perception that teachers have towards this method, as well as whether they employ it in their classrooms or not. The study employs a qualitative methodology, namely ‘case study’. The data collection instruments consist of interviewsof three randomlyselected instructors at CELPAD, one for each level ranging from level 4-6. The overall findings show that the CELPAD teachers possess a clear understanding of TBLT, agreeing that TBLT is beneficial. However, they are still unsure of the advantages of using it in the classroom. Furthermore, there is some measure of fear in adopting task-based language teaching fully primarily as a result of the problems they face pertaining to the end of semester assessment; the English Placement Test. As a result, it is found that some teachers use a mixed approach of both TBLT and traditional teacher-centered approach. IIUM 2017-06 Article PeerReviewed application/pdf en http://irep.iium.edu.my/66857/1/withasma.pdf Musazay, Asma and Khalid, Madihah (2017) Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia. IUM JOURNAL OF EDUCATIONAL STUDIES, 5:1(2017) 62-75, 5 (1). pp. 62-75. ISSN 2289-8085 http://journals.iium.edu.my/ijes/index.php/iejs/article/view/159/84
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General)
spellingShingle	L Education (General) Musazay, Asma Khalid, Madihah Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
description	Abstract: The term task-based language teaching (TBLT) is widely used in the context of second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicit method. This study, therefore, aims to explore and research the perceptions of CELPAD teachers towards TBLT, at the International Islamic University Malaysia (IIUM). The research aims to determine the level of awareness, understanding, and the perception that teachers have towards this method, as well as whether they employ it in their classrooms or not. The study employs a qualitative methodology, namely ‘case study’. The data collection instruments consist of interviewsof three randomlyselected instructors at CELPAD, one for each level ranging from level 4-6. The overall findings show that the CELPAD teachers possess a clear understanding of TBLT, agreeing that TBLT is beneficial. However, they are still unsure of the advantages of using it in the classroom. Furthermore, there is some measure of fear in adopting task-based language teaching fully primarily as a result of the problems they face pertaining to the end of semester assessment; the English Placement Test. As a result, it is found that some teachers use a mixed approach of both TBLT and traditional teacher-centered approach.
format	Article
author	Musazay, Asma Khalid, Madihah
author_facet	Musazay, Asma Khalid, Madihah
author_sort	Musazay, Asma
title	Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
title_short	Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
title_full	Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
title_fullStr	Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
title_full_unstemmed	Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia
title_sort	teachers’ perspectives on task-based language teaching: a case study at international islamic university malaysia
publisher	IIUM
publishDate	2017
url	http://irep.iium.edu.my/66857/ http://irep.iium.edu.my/66857/ http://irep.iium.edu.my/66857/1/withasma.pdf
first_indexed	2023-09-18T21:34:56Z
last_indexed	2023-09-18T21:34:56Z
_version_	1777412757431255040

Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia

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