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Data were collected from 32 teachers using questionnaires, complemented by interviews and classroom observation, with Cronbach’s alpha supporting questionnaire internal consistency. Quantitative analysis employed SPSS 17.0, including a one-sample t-test and descriptive statistics, while observation and interview data were analyzed qualitatively. Results indicate TBLT was not implemented successfully, showing limited perceptions and incomplete practice, and the study identifies key challenges and possibilities, followed by recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-english-teachers-perceptions-and-practices-of-tblt-in-three-secondary-schools-in-awi-zone/591742/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-english-teachers-perceptions-and-practices-of-tblt-in-three-secondary-schools-in-awi-zone/591742.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"The study examines teachers’ perceptions and classroom practices of Task-Based Language Teaching (TBLT) in three secondary schools in Awi zone.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Questionnaires were administered to 32 teachers, and the study also used interviews and classroom observation. Quantitative results were analyzed with SPSS 17.0 and a one-sample t-test, while observation and interview data were analyzed qualitatively.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about TBLT implementation?",{"text":121,"@type":113},"TBLT was not implemented successfully, with teachers showing limited perceptions and incomplete practice of TBLT theories and methodologies. 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All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nINVESTIGATING ENGLISH TEACHERS PERCEPTIONS AND PRACTICES OF TBLT IN THREE SECONDARY SCHOOLS IN AWI ZONE  \nKetema Addis 1+ Abiy Yigzaw2  \n1Mizan Tepi University Department of Foreign Language and Literature, Ethiopia  \n2Department of English, Faculty of Humanities, Bahir Dar University, Ethiopia  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 6 June 2018  \nRevised: 17 August 2018  \nAccepted: 22 August 2018  \nPublished: 27 August 2018  \nKeywords  \nTeachers‟ perception  \nTask based language teaching (TBLT)  \nClassroom  \nChallenges of implementing TBLT  \nPossibilities of implementing TBLT  \nPractice of TBLT.  \nThe purpose of this study was to investigate teachers‟ perceptions and practices of Task-Based Language Teaching (TBLT) in Awi zone three secondary schools. The data for this study were collected through questionnaires from a total of 32 teachers at three secondary schools in Awi zone. The sample of the study was taken by using convenience sampling method. In order to gather data from the subjects of the study; questionnaire, interview and class room observation were used. The internal consistency of the questionnaire proved by Cronbach‟s alpha. Both qualitative and quantitative methods of data analysis were employed. SPSS version 17.0 Windows was used to analyze the results of the questionnaire. One sample t-test was used to assure whether the observed and the expected mean score differences were significant. The statistical data analysis was descriptive and inferential. Frequency, a percentage analysis and mean scores were used. The data that was gathered from the class room observation and interview were qualitatively analyzed. The analysis provided qualitative data which is exploratory, explanatory and interpretive in nature. Findings of the study revealed that the study of perceptions and their practices demonstrated that TBLT has not been implemented successfully within three secondary schools in Awi zone as teachers have only limited perception and incomplete practice of its theories and methodologies. The challenges and possibilities towards the implementation of TBLT in the class room are identified. Finally, some recommendations were forwarded based on the main findings ofthe study.  \nContribution/ Originality: This study is one of very few studies which have investigated teachers‟ perceptionsand practice in high school level. Language instructors‟ perceptions of language teaching process have a great influence on what they actually do in practice; therefore, this study proven empirically in terms of its classroom practice in school foreign language learning contexts.  \n1. INTRODUCTION  \nEnglish is one of the languages, which is widely spoken all over the world. Many people use the English language for social, economic and political purposes, it is also used as a medium of instruction in schools of many developing countries, even in Ethiopia, and it is incorporated into the local curriculum and taught as a subject. In  \nthese days, in Ethiopian schools English is given as a language that students learn at all levels from primary to tertiary levels.  \nIn the history of English language teaching, different methods of language teaching have been observed. These methods vary from Grammar translation method, which focuses on lesson, organized around grammar points (Richards and Rodgers, 1986) to communicative language teaching method, which pays systematic attention to functional as well as structural aspects of language (Little-Wood, 1981) . The origin of communicative language teaching (CLT) is to be found in the changes in the British language teaching tradition dating from the late 1960s. Moreover, Communicative Language Teaching m","cbCaij1mATsEBBen","https://ap.wps.com/l/cbCaij1mATsEBBen","pdf",812999,32,"English","# Abstract\n# Introduction\n## English language teaching context in Ethiopia\n## Background: methods and communicative language teaching\n## Prior studies and implementation challenges","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study examines teachers’ perceptions and classroom practices of Task-Based Language Teaching (TBLT) in three secondary schools in Awi zone.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Questionnaires were administered to 32 teachers, and the study also used interviews and classroom observation. Quantitative results were analyzed with SPSS 17.0 and a one-sample t-test, while observation and interview data were analyzed qualitatively.\"},{\"question\":\"What were the key findings about TBLT implementation?\",\"answer\":\"TBLT was not implemented successfully, with teachers showing limited perceptions and incomplete practice of TBLT theories and methodologies. The study also identifies challenges and possibilities for implementation in the classroom.\"}]","Investigating English Teachers Perceptions and Practices of TBLT in Three Secondary Schools in Awi Zone | PDF",1792073109,81]