Novice and Experienced EFL Teachers’ Perceptions of the Obstacles to the Implementation of Task-Based Language Teaching in SHAD Platform

Document Type : Original Article

Authors

1 Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

2 Department of ELT, Faculty of Humanities, Hamadan Branch, Islamic Azad University, Hamadan, Iran.

Abstract

The present study attempted to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to implementing task-based language teaching using SHAD platform in Iran. Forty male and female English teachers (20 Novice and 20 Experienced) teaching at Language institutes in Kermanshah, Iran, participated in this study. They were conveniently sampled. A mixed-method design, benefiting from a TBLT questionnaire and interview sessions, was used to investigate the teachers’ attitudes towards the SHAD platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to implementing task-based language teaching in these classes. The participants also answered interview questions to gain insights into the SHAD platform in online classes. The responses were analyzed qualitatively to determine the premier goal of this study. The findings indicated that participants generally had positive viewpoints regarding using computers, which they believed would help them work more effectively with their students. They also had higher learning goals. EFL teachers and students had positive attitudes towards the SHAD platform as they believed the SHAD platform constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings will assist educational teachers, administrators, and academicians better understanding the inhibitors to implementing task-based language teaching in online SHAD classes.

Keywords

References

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Technology Assisted Language Education
Volume 1, Issue 3
September 2023
Pages 91-110

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