Task-based language teaching revisited: Examining EFL instructors' perceptions, awareness and preferences

Task-Based Language Teaching (TBLT) is a prominent approach to teaching foreign languages and is effective in encouraging real-world and authentic language use. Therefore, the purpose of this study is to investigate the awareness, preferences, and perspectives of EFL instructors about TBLT and its implementation in Turkey. To this end, the researcher constructed a Likert-scale survey and gathered information from 201 EFL teachers employed by different preparatory schools in Ankara, Turkey. Data were analyzed through descriptive and inferential statistics and the findings show that greater familiarity and favorable perceptions were connected with TBLT training. Besides, the study highlighted the teachers' favorable opinions of TBLT as a student-centered methodology that fosters collaborative learning and real-world communication. Conversely, negative views included big class sizes, students who weren't familiar with TBLT or group work, and a lack of resources for TBLT implementation in the classroom. In line with their preference, speaking lessons were found to be the most desirable skill to apply for TBLT, particularly among teachers who had received formal TBLT training. All things considered, the study provides valuable insights into the views, experiences, and preferences of EFL instructors in Turkey about TBLT. The design of language education curricula and professional development programs may benefit from the use of this data.