International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
1
admin
2538-4015
2538-3027
8
10.52547/ijree
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_
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en
jalali
1399
9
1
gregorian
2020
12
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5
4
online
1
fulltext
en
Obstacles Inhibiting Iranian EFL Teachers’ Implementation of Task-Based Instruction
Obstacles Inhibiting Iranian EFL Teachers’ Implementation of Task-Based Instruction
تخصصي
Special
پژوهشي
Research
<span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">Although Task-Based Instruction (TBI) has received large attention on the part of English practitioners throughout the world, it seems that there is yet a huge gap between the Iranian EFL teachers’ perceptions and practices in implementing it in real classes. Hence, this study set out to unearth the possible sources of difficulties in using TBI in EFL classes. To meet the goals, a total of 120 male and female EFL teachers were selected through stratified random sampling from Iran language institute (ILI) branches in Tehran, Iran. After critically reviewing the literature and using a flow chart technique, a questionnaire including 20 items was developed, piloted, and distributed among the participants. Then, the collected data were analyzed through the Confirmatory Factor Analysis (CFA). Results indicated that three main factors, namely <em>lack of appropriate assessment methods</em>, <em>cultural difference</em>, and <em>efficacy of the method</em> received the utmost significance from the EFL teachers’ perspectives that have led to not using TBI. In the end, the implications of the findings were discussed for different stakeholders. </span></span><br>
<span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;"> </span></span><strong><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;"></span></span></strong>
Although Task-Based Instruction (TBI) has received large attention on the part of English practitioners throughout the world, it seems that there is yet a huge gap between the Iranian EFL teachers’ perceptions and practices in implementing it in real classes. Hence, this study set out to unearth the possible sources of difficulties in using TBI in EFL classes. To meet the goals, a total of 120 male and female EFL teachers were selected through stratified random sampling from Iran language institute (ILI) branches in Tehran, Iran. After critically reviewing the literature and using a flow chart technique, a questionnaire including 20 items was developed, piloted, and distributed among the participants. Then, the collected data were analyzed through the Confirmatory Factor Analysis (CFA). Results indicated that three main factors, namely <em>lack of appropriate assessment methods</em>, <em>cultural difference</em>, and <em>efficacy of the method</em> received the utmost significance from the EFL teachers’ perspectives that have led to not using TBI. In the end, the implications of the findings were discussed for different stakeholders.
confirmatory factor analysis, EFL teachers, inhibiting factors, task-based instruction
Confirmatory factor analysis, EFL teachers, Inhibiting factors, Task-based instruction,
41
60
http://ijreeonline.com/browse.php?a_code=A-10-339-2&slc_lang=en&sid=1
Siamak
Rahimi
Siamak
Rahimi
siamakrahimi62@yahoo.com
10031947532846001920
10031947532846001920
Yes
Aatollah Ozma Burojerdi University
Ayatollah Ozma Burojerdi University
Afshin
Rezaee
Afshin
Rezaee
afshinrezaee50@gmail.com
10031947532846001921
10031947532846001921
No
Ayatollah Ozma Burojerdi University
Ayatollah Ozma Burojerdi University