A study on teachers' opinions on the implementation of task-based teaching at science and art centers

This study was conducted to investigate the opinions and thoughts of English language teachers working at Science and Art Centers in Adana, Mersin, Konya, Karaman, Niğde, Kayseri, Nevşehir, and Aksaray regarding task-based language teaching and to find out whether these teachers use the Task-Based Language Teaching method in their classrooms. To achieve these aims, a questionnaire consisting of four parts, which collected both qualitative and quantitative data, was applied to 28 teachers participating in the study. Participants were selected based on voluntary participation and convenience sampling methods. The results of the online questionnaire applied to 28 teachers were analyzed using thematic analysis. According to the results obtained from the qualitative and quantitative data, it was revealed that the majority of the teachers participating in the study had positive opinions about task-based language teaching and applied it in their classrooms. Other information obtained from the analysis indicated that the most common factors hindering the implementation of task-based language teaching in classrooms included difficulties in classroom management, student participation and motivation, challenges in instructional design and implementation, individual differences among students, and cultural and psychological factors. This study emphasizes the need for increased teacher training, the adaptation of materials to the cultural and linguistic context, and the use of differentiated instructional methods tailored to the individual needs of students for the effective implementation of task-based language teaching. Keywords: Task, Task-Based Language Teaching (TBLT), English Language Teaching, Approach