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VOL. 9, ISSUE 1 (2024)
Task based language teaching (TBLT) as an alternative methods for teaching writing: Teachers' Perspective
Authors
Tareq Murad
Abstract
This study investigates the influence of
Task-Based Language Teaching (TBLT) instructions on the advancement of writing
skills among 10th-grade high school students. The primary inquiry guiding the
research is whether TBLT instruction contributes to the enhancement of
students' writing abilities. The study involves 10 English teachers, consisting
of seven females and 3 males, focusing on their experiences and perspectives
regarding the implementation of TBLT in the writing classroom. The research
utilizes an interview approach to gather qualitative insights into the
teachers' observations, challenges encountered, and the perceived effectiveness
of TBLT in improving students' writing skills. The results indicate positive
perceptions of task-based instructions, highlighting TBLT's role in assisting
English teachers in guiding students during writing instruction. Additionally,
the findings underscore TBLT as a dynamic and student-centered approach with
the potential to influence language acquisition outcomes. The goal of this
study is to offer practical insights for educators and curriculum developers,
contributing to the ongoing discussion on effective language teaching
methodologies in high school settings.
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Pages:21-27
How to cite this article:
Tareq Murad "Task based language teaching (TBLT) as an alternative methods for teaching writing: Teachers' Perspective". International Journal of Advanced Education and Research, Vol 9, Issue 1, 2024, Pages 21-27
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