Perception of Bangladeshi secondary school ESL teachers regarding task-based language teaching and its functional implementation

Abstract

Task-Based Language Teaching (TBLT) acts as a potent student-centered methodology to teach English as a Foreign Language (EFL) in the Asia region. TBLT provides the opportunity to put into action the focused language in a genuine way in the classroom, and this is especially important considering the limited opportunity to do so in Asian EFL contexts (Jeon & Hahn, 2006). As a foreign language, English language education in Bangladesh always has some obstacles despite taking various initiatives in curriculum reform, methods of implementation & teachers training. Teachers are following several methods, techniques, and strategies to teach students English language in the classroom. It needs to be investigated whether and to what degree Task-Based Language Teaching is being successfully implemented. Recognizing this need, this paper sets out to explore the perceptions of Bangladeshi Secondary school ESL teachers regarding TBLT and the hands-on implementation of it. This qualitative study used interviews for data collection, & to investigate the perception of 11 Bangladeshi ESL teachers at the secondary education level in Dhaka city. The finding of this investigation is awaited to contribute greatly to the advancement of TBLT in the Bangladeshi teaching sector.