Students’ Appraisal of Ethiopian Secondary Schools' EFL Teachers on Task-Based Language Teaching Implementations
DOI:
https://doi.org/10.20372/star.V14.i3.07Keywords:
Task-based Language Teaching, Task-based instruction, EFLAbstract
This study aimed to investigate the appraisal of students regarding the implementation of task-based language teaching (TBLT) by their EFL teachers within Ethiopian secondary schools. A total of 175 students were randomly selected from four distinct high schools in Addis Ababa to provide a comprehensive overview. Employing a mixed-methods approach, data were gathered through student questionnaires and classroom observations. The quantitative analysis, conducted using descriptive statistics, revealed that students generally hold a favorable view of TBLT. Nonetheless, their feedback indicated a lack of consistent application of task-based methodologies by teachers. Classroom observations corroborated these findings, showcasing a predominant reliance on traditional, structured instructional methods rather than TBLT. This study underscores the disparity between students' positive attitudes towards TBLT and the actual pedagogical practices observed, thereby highlighting the need for further research and enhancements in language teaching strategies within Ethiopian educational settings.
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