The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style

Abstract

This study was an attempt to explore the possible relationship between EFL teachers’ perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teachers’ perception of TBLT can predict their dominant teaching style. As for the participants, 180 Iranian EFL teachers took part in this study. The participants, both male and female, were selected using convenience sampling. For data collection, two adapted survey instruments were utilized: Questionnaire for Teacher Perception of TBLT and Teaching Styles Inventory. The results revealed a statistically positive correlation between the participants’ perception (both understanding and view) of TBLT and dominant teaching style. Also, the results of regression analyses indicated that the participants’ perception (both understanding and view) of TBLT was a predictor of the dominant teaching style.

Keywords

• task-based language teaching
• task
• dominant teaching style
• efl classroom
• efl teachers’ tblt perception