TRADITIONAL METHODS VS. TASK-BASED LANGUAGE TEACHING IN EFL CLASSROOMS: A COMPARATIVE STUDY

Abstract

The conventional teaching approach in teaching EFL has been in use since the classrooms and this has focused on the accuracy, grammar and a teacher-oriented teaching. In its turn, Task-Based Language Teaching (TBLT) is centered on communicative, meaning-driven tasks that ensure learner engagement and fluency (Ellis, 2003; Long, 2015). The purpose of this study is to compare the effectiveness of the conventional methods and TBLT in enhancing the language proficiency among EFL learners and how the teachers have encountered difficulties when using TBLT. A mixed-methods design was used. Sixty students were separated into two categories and were to be taught using traditional means or TBLT within eight weeks. The proficiency in reading, writing, speaking, and listening was tested by pre-tests and post-tests. Four teachers were interviewed semi-structured on the implementation issues. According to quantitative findings, TBLT group performed better than traditional group in all the skills but particularly speaking and listening. Results of the qualitative analysis revealed that design of the task, classroom management, resource constraints were significant barriers of the teachers. TBLT positively affects the communicative competence of EFL learners, but it needs teacher training, institutional support and contextual adaptation to be successfully implemented.