Effectiveness of Task-based Language Teaching at Secondary Level in District Vehari: A Teachers’ Perspective

Abstract

Although the world is now focusing much on the communicative and learner-centered processes, there is still a great dependence on the conventional size of teacher-centered English language teaching in the Pakistani middle and high school system. The research paper examines the performance of Task-Based Language Teaching (TBLT) at secondary school level in District Vehari through teacher perceptions. The study caters to the current demand of unifying the standards of practicing the classroom to the modern expectation of pedagogical methods that lead to the promotion of communication, interaction, and the usage of language in real life. The quantitative research design has been used, a structured questionnaire, containing 35 Likert scale statements, and surveyed on 144 English language teachers enrolled in government schools (District Vehari). It was found that the majority of teachers identified student-centered and skill-integrative principles embedded in TBLT as well as home dynamic environments; however, they also cite practical dilemmas associated with such context, such as limited resources, training, and inconsistency with the existing curriculum and assessment systems. According to the findings, it is possible to say that TBLT may have a great potential to improve language learning, provided that enhancement may be achieved through improvement of the institutional support and through the teacher training. Curriculum planners are advised to ensure some principles of task-based education are introduced into the national textbooks and start delivering specific professional development interventions in order to assist the teachers to put TBLT into practice in the classroom.

Keywords: ELT, TBLT, Secondary Level, Classroom