A Study of Internationally-certified Iranian EFL Teachers’ Perceptions of Task-based Language Teaching Principles

Task-Based Language Teaching (TBLT) promotes interactive learning through communicative tasks, diverging from traditional grammar-focused methods. Though widely adopted globally, its perception among internationally-certified Iranian EFL teachers remains underexplored. This qualitative study examines how ۳۰ CELTA- or TESOL-certified teachers from private Iranian language institutes perceive TBLT. Textbook-driven instruction dominates in Iran, though certain textbooks feature task-based approaches, posing challenges to TBLT’s consistent application. Through content analysis of semi-structured interviews, the study uncovered key themes. Findings revealed that teachers appreciate TBLT for boosting student motivation and communicative competence, with CELTA and TESOL training enhancing their skills in task design and confidence in implementation. Still, difficulties arise in adapting TBLT for low-proficiency learners and balancing meaning with form. To effectively integrate TBLT into Iranian EFL contexts, the study underscores the need for targeted professional development, curriculum adjustments, and institutional support, equipping teachers with practical tools for communicative teaching. The findings have a number of pedagogical implications which are subsequently presented.

کلیدواژه ها:

Proficiency ، TESOL ، Task ، CELTA ، TBLT