Task-Based Language Teaching in Iraqi Secondary Schools: EFL Teachers’ and Students' Perceptions toward the Opportunities and Challenges

Subject Areas : Research in English Language Pedagogy

Mohammed Abdulaemma Hamzah ¹ , Servat Shirkhani ²

1 -
2 -

Received: 2025-07-25 Accepted : 2025-08-28 Published : 2025-11-30

Keywords: Challenges, Mixed methods research, Opportunities, Student perceptions, Task-based language teaching, Teacher perceptions,

Abstract :

Task based language teaching (TBLT) has become a leading approach in language education mainly due to its potential in making language learning more meaningful and real like for language learners.  However, teachers and students might face some challenges in implementing TBLT. Accordingly, this study was an attempt to examine the opportunities and challenges of implementing TBLT in Iraqi secondary schools based on the perceptions of English language teachers and students. This mixed methods study used two questionnaires administered to 42 teachers and 61 students and two semi-interviews carried out with five teachers and five students. The findings indicated that both teachers and students acknowledged the effectiveness of TBLT. Teachers emphasized the positive impact of TBLT on learner collaboration and interaction skills and students referred to the role of TBLT in enhancement of learner interest, communication, and learning and retention of materials. However, the teachers and students confirmed that some challenges make TBLT implementation difficult in Iraqi secondary schools. Teachers were more concerned with large number of students in classes, time limitation, unsuitable teaching materials, and students’ unfamiliarity with TBLT and students saw insufficient time, their unfamiliarity with TBLT, and the difficulty of practicing TBLT as the major challenges. The study suggests that TBLT can be beneficial for language teaching and learning in Iraqi secondary schools but this demands some changes, more specifically in relation to the time allocated to English teaching and the textbooks and materials used in the schools.

References:

Abdullaeva, С. (2023). Effective approaches in teaching English for specific purposes. Общество и инновации, 4(4/S), 296-299. http://dx.doi.org/10.47689/2181-1415-vol4-iss4/S-pp296-299
Azizifard, F. M. (2024). The effect of task-based language teaching on speaking skill. Cihan University-Erbil Journal of Humanities and Social Sciences, 8(1), 65-71. http://dx.doi.org/10.24086/cuejhss.v8n1y2024.pp65-71
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. http://dx.doi.org/10.1080/07908318.2015.1058392
Butarbutar, R. (2021). Learner’s perception of task difficulties in technology-mediated task-based language teaching. Englisia: Journal of Languages, Education, and Humanities, 9(1), 129-144. http://dx.doi.org/10.22373/ej.v9i1.10079
Chua, H. W., & Lin, C. Y. (2020). The effect of task-based language teaching in learning motivation. International Journal on Social and Education Sciences, 2(1), 41-48. http://dx.doi.org/10.53935/2641-533x.v3i1.134
Dao, P., Iwashita, N., Nguyen, M., & Arias-Contreras, C. (2024). Teachers’ and learners’ beliefs about task-based language teaching: A systematic review. In S. Li (Ed.), Individual differences and task-based language teaching (p. 228-260). John Benjamins. http://dx.doi.org/10.1075/tblt.16.08dao
Donate, A., & Leow, R. P. (2024). Task complexity, task features, and task anxiety at low L2 proficiency levels. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 111-137). John Benjamins Publishing Company. http://dx.doi.org/10.1075/tblt.16.04don
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. http://dx.doi.org/10.1017/9781108643689
Hadi, A. (2013). Perceptions of task-based language teaching: A study of Iranian EFL learners. English Language Teaching, 6(1), 103-111. http://dx.doi.org/10.5539/elt.v6n1p103
Hasnain, S., & Halder, S. (2023). Exploring the impediments for successful implementation of the task-based language teaching approach: A review of studies on teachers’ perceptions. The Language Learning Journal, 51(2), 208-222. http://dx.doi.org/10.1080/09571736.2021.1989015
Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 7(1), 131-142. http://dx.doi.org/10.22219/kembara.v7i1.15805
Huang, X. (2024). Research on the effectiveness of task-based language teaching in higher education. Adult and Higher Education, 6(1), 74-79.
Jassem, A. A., & Sarkhosh, M. (2024). The effect of task-based language teaching on speaking abilities of Iraqi intermediate EFL learners and their attitudes towards English. International Journal, 5(11), 9354-9367. http://dx.doi.org/10.61707/yjb5fh90
Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1). http://dx.doi.org/10.1080/2331186X.2018.1496627
Keo, V., Lan, B., Rouet, W., Roeun, S., & Ron, S. (2024). Optimizing English teaching strategies: A Comprehensive review of task-based language teaching, content and language integrated learning, and problem-based learning for modern classrooms. International Journal of Advance Social Sciences and Education (IJASSE), 2(5), 407-432.
Lin, T. B., & Wu, C. W. (2012). Teachers' perceptions of task‐based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586-609.‏ http://dx.doi.org/10.1002/tesj.35
Liu, Y. (2024). Application and assessment of task-based learning in high school English teaching. Transactions on Comparative Education, 6(2), 15-21.
Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. http://dx.doi.org/10.1080/09571736.2018.1465110
Maghsoudi, N., & Golshan, M. (2017). The impact of task-based language teaching on listening skill of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(6), 241-253.
Malik, S. F., & Pervaiz, A. (2023). Investigating the effects of ESL learners’ motivation and anxiety on task based language teaching in Pakistan. Linguistics and Literature Review, 9(1), 65-87. http://dx.doi.org/10.32350/llr.91/04
Mehardin, M., & Areej, K. R. (2025). Investigating the impact of task type on creativity in writings of ESL learners. Contemporary Journal of Social Science Review, 3(1), 1261-1269.
Milarisa, S. (2019). The effectiveness of task based language teaching (TBLT) toward ESP students’ writing achievement. English Language in Focus (ELIF), 1(2), 121-126. http://dx.doi.org/10.24853/elif.1.2.121-126
Namkung, Y., & Kim, Y. (2024). A review of learner motivation and engagement research in task-based language teaching. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 198-227). John Benjamins. http://dx.doi.org/10.1075/tblt.16.07nam
Neupane, R. N. (2024). Perspectives and practices of English language teachers on task-based language teaching. Butwal Campus Journal, 7(2), 91-101. http://dx.doi.org/10.3126/bcj.v7i2.73185
Nhem, D. (2020). Using task-based language teaching in English writing classrooms: Students’ perception of motivation, writing behavior, and challenges. Journal of Foreign Language Teaching and Translation Studies, 5(3), 45-62.
Oliver, R., & Bogachenko, T. (2024). Task-based language learning and teaching: Differences according to age. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 262-286). John Benjamins. http://dx.doi.org/10.1075/tblt.16.09oli
Pham, N. T., & Nguyen, H. B. (2018). Teachers’ perceptions about task-based language teaching and its implementation. European Journal of Foreign Language Teaching.
Phuong, H. Y. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. CTU Journal of Innovation and Sustainable Development, 2, 37-45.
Saragih, W., Saragih, N. A., Siregar, R. A., & Natalia, C. H. (2022). Investigating EFL teachers' perception on task-based language teaching for speaking skills. Teaching English Language, 16(1), 203-234.
Syafiq, A. N., Oktaviana, T., Anwari, A., & Prasetiyanto, M. A. (2024). The effect of task-based language teaching on student’s speaking skill for non-English study program. JOLALI (Journal of Applied Language and Literacy Studies), 3(2).
Vahdat, S., Gooniband Shooshtari, Z., & Waheeb Kadhim, K. (2022). Investigating Iraqi EFL teachers’ and students’ attitudes towards English Book of Grade 6 of primary school: Task-based language learning in focus. Research in English Language Pedagogy, 10(4), 625-653.
Wen, Y. (2024). Unpacking multilingual learners’ creativity in the TBLT classroom: A translanguaging perspective. Journal of Multilingual and Multicultural Development, 1-19. http://dx.doi.org/10.1080/01434632.2024.2365320
Wongchalee, P., & Tutwisoot, W. (2024). Using task-based learning to improve students' English reading comprehension ability of Matthayomsuksa 4 students. Journal of Asian Language Teaching and Learning (Online), 5(3), 416-431.
Xiongyong, C., & Samuel, M. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292-302.
Zhang, H. (2024). A reaction paper: Task-based language teaching in a local EFL context. New Explorations in Education and Teaching. 32-35. http://dx.doi.org/10.18686/neet.v2i4.4371