Teacher's Perceptions and Practices of Task-Based Language Teaching: and Student's Appraisal of Its Classroom Implementation in Ethiopian Secondary Schools - Softcover

Inhaltsangabe

How do Ethiopian EFL teachers understand and implement Task-Based Language Teaching (TBLT) in their classrooms? This study explores the relationship between pedagogical theory and classroom practice in selected secondary schools in Addis Ababa. Drawing on evidence from teachers' beliefs, student feedback, and textbook evaluation, the research examines how TBLT is interpreted and applied in the Ethiopian secondary school context.The findings reveal a significant gap between the task-based principles promoted in the national curriculum and their actual implementation in classrooms. Key challenges include limited professional preparation for teachers, shortages of instructional resources, and tensions between curriculum expectations and everyday teaching realities.By documenting these challenges, the study provides important insights into the conditions shaping English language teaching in Ethiopia. It offers practical implications for educators, curriculum developers, and policymakers seeking to strengthen the implementation of communicative and task-based approaches in resource-constrained educational contexts.

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