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The paper outlines TBLT’s key characteristics and benefits, focusing on teacher and student roles. Two English language teachers at the secondary level participate in an ethnographic study examining teachers’ perceptions of implementing language tasks in their classrooms. Findings show positive attitudes but limited awareness of classroom implementation methods.",{"@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/task-based-language-teaching-a-current-efl-approach/589995/",{"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/task-based-language-teaching-a-current-efl-approach/589995.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper say about the purpose of task-based language teaching (TBLT)?","Question",{"text":112,"@type":113},"It explains that TBLT uses tasks to encourage learners to actively engage in shaping and controlling discourse, focusing on meaning through meaningful communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the role of the teacher in TBLT?",{"text":117,"@type":113},"The teacher acts as an advisor, monitor, or facilitator, selecting and regulating tasks based on learners’ age, interests, and increasing difficulty as competence grows.",{"name":119,"@type":110,"acceptedAnswer":120},"What research method and participants does the study use?",{"text":121,"@type":113},"The study purposively selects two English language teachers teaching at secondary levels and applies an ethnographic research method to explore their perceptions of using language tasks in classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589995,1792160767,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Task-Based Language Teaching: A Current EFL Approach\u003Cbr>Laxman Prasad Bhandari*\u003Cbr>Lumbini Banijya Campus, Nepal\u003Cbr>Corresponding Author: Laxman Prasad Bhandari, E-mail: [lpbhandari55@gmail.com](lpbhandari55@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: October 27, 2019\u003Cbr>Accepted: December 16, 2019\u003Cbr>Published: February 29, 2020\u003Cbr>Volume: 11 Issue: 1\u003Cbr>Advance access: February 2020 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Communicative Language Teaching, Language Task,\u003Cbr>Student Role,\u003Cbr>Task-Based Language Teaching, Teacher Role | ABSTRACT\u003Cbr>Task-based language teaching (TBLT) is one of the widely discussed teaching approaches at present. Teaching a lesson using tasks needs careful consideration of the age and interests ofthe learners. This paper provides an overview, characteristics and advantages of TBLT; highlights teacher and student roles; and explores teachers’ perceptions of task-based language teaching. For this, I purposively selected two English language teachers teaching at secondary levels asthe participants of my study. This study applies ethnographic research method and explores the participants’ perceptions of using language tasks in their classrooms. The findings suggest that though English language teachers hold positive attitudes on task-based language teaching as a current EFL approach, they are not well aware of the methods of using this approach in their classrooms. |\n\nINTRODUCTION  \nWhen I was a student at secondary school, our English teachers always made us memorize the subject matter from the notebooks in the class. I, along with most of my classmates, could memorize and recite the texts and materials assigned, but we were unable to produce even very simple English sentences outside the classroom. Even at the campus level, I would use most of my study time in memorizing the notes given by the teachers. A significant number of students, including myself, could not develop the expected level of communicative abilities even after studying the English language even after studying it from grade four to a bachelor’s degree. However, when I studied communicative approaches and methods in the master of education English (M. Ed.), I developed my curiosity in applying task-based language teaching in my English language classes.  \nFifteen years ago, when I started teaching English in an institutional school, I experienced teachers explaining the lessons in simple English sentences and dictating answers to the students like my teachers used to do with us. Moreover, they would translate lessons in their students’ first language as all of them were from homogenous language background i.e. Nepali and asked them to memorize andrecite those answers. But now, just teaching a lesson is not sufficient; rather the teachers to need to update themselves  \nwith appropriate teaching approaches and methods along with developing knowledge of Information and Communication Technologies (ICTs) .  \nMy experience is that language teaching in the 21st century has become one of the most challenging professions. The use of teacher-centred teaching methods, which only focus on teaching content knowledge through translation or drills, has been challenged by more communicative approaches and methods like task-based language teaching.  \nN. S. Prabhu first performed TBLT through his Bangalore research report published in 1982. TBLT is a learner-centred approach to teaching.  \nRichards and Schmidt (2010) state this learner-centred approach keeps learners to the centre of all aspects of language teaching, including planning, teaching and evaluation. Emphasizing the importance of TBLT, Ellis (2003) opines that this approach seeks the converse-texts that are learner-centred, discursive practices encouraging learners to actively engage in shaping and controlling the discourse; a","cbCaiou8D9YZPt3p","https://ap.wps.com/l/cbCaiou8D9YZPt3p","pdf",105694,"English","# Article history\n# Key words\n# Abstract\n# Introduction","[{\"question\":\"What does the paper say about the purpose of task-based language teaching (TBLT)?\",\"answer\":\"It explains that TBLT uses tasks to encourage learners to actively engage in shaping and controlling discourse, focusing on meaning through meaningful communication.\"},{\"question\":\"How does the paper describe the role of the teacher in TBLT?\",\"answer\":\"The teacher acts as an advisor, monitor, or facilitator, selecting and regulating tasks based on learners’ age, interests, and increasing difficulty as competence grows.\"},{\"question\":\"What research method and participants does the study use?\",\"answer\":\"The study purposively selects two English language teachers teaching at secondary levels and applies an ethnographic research method to explore their perceptions of using language tasks in classrooms.\"}]","Task-Based Language Teaching: A Current EFL Approach | PDF",1792068566,13]