Exploring Iraqi EFL intermediate school teachers’ perception of task-based language teaching

الملخص EN

Task Based Language Teaching is an approach to teaching a foreign language that seeks to engage learners in interactional authentic language use by having them perform a series of tasks.

It implies providing learners with authentic sources of meaningful materials, ideal situations for communicative activity, and supportive feedback allowing for much greater opportunities for language use.

The present study puts forward the following questions: 1- How do Iraqi intermediate school EFL teachers perceive TBLT? 2- What are the Iraqi EFL teachers’ views on the implementation, procedures, and constraints of TBLT? 3- Do the variations in gender, teaching experience, and the grade teachers teach affect EFL teachers' perceptions of the TBLT? On the basis of the above questions the following hypotheses have been hypothesized: 1.

Iraqi intermediate school EFL teachers do not well perceive TBLT.

2.

There is no statistical significant difference in the perception of Iraqi Intermediate school EFL teachers according to their gender.

3.

There is no statistical significant difference in the perception of Iraqi Intermediate school EFL teachers according to their teaching experience 4.

There is no statistical significant difference in the perception of Iraqi Intermediate school EFL teachers according to the grade they teach.

The population of the present study consists of Iraqi Intermediate School EFL Teachers (1st, 2nd, 3rd year classes) of the three General Directorates of Education in Baghdad / Al-Rusafa.

The sample of the study consist of (265) Iraqi Intermediate Schools EFL Teachers from 78 Schools.

The Instrument of the study consists of a closed questionnaire which comprises four fields and 53 items.

The validity of the closed questionnaire has been insured, and the reliability has been secured for the four sections and for the over all 53 items of the questionnaire.

The findings show that: 1- The majority of teachers have satisfactory and a good level in the fields of theoretical knowledge, views of implementing, procedures of implementing, and the constraints.

2- There is no statistical significant difference between male and female intermediate school teachers' perception in the four fields as well as the overall 53 items.

3- There is no statistical significant difference between the perception of inexperienced teachers and experienced teachers with respect to the fields of theory level, views on implementing, and the constraints.

4- There is statistical significant differences in the perception of inexperienced teachers and experienced teachers with respect to the procedures teacher used in implementing TBLT; and 5-There is no statistical difference in the perceptions of Iraqi Intermediate School EFL Teachers according to the grade teachers teach and with respect to the four fields.