Teachers’ voices on TBLT: insights from Chilean EFL classrooms

Abstract This study explores English as a foreign language (EFL) teachers’ perceptions of Task-Based Language Teaching (TBLT) and their preparedness to implement this approach. Since target language exposure is primarily confined to classrooms in foreign language (FL) settings, effective implementation of curriculum and teaching practices plays a crucial role in language learning outcomes; thus, listening to teachers’ voices is essential. Using a mixed-methods design, this research combines an online questionnaire (N = 22) with semi-structured interviews (n = 6) of Chilean EFL teachers to gain insight into their understanding of TBLT, their attitudes towards its application, and the challenges faced in classrooms. Despite TBLT being among the teaching approaches mandated in the national curriculum, findings reveal teachers believe effective implementation is hindered by systemic challenges, including large class sizes, grammar-based textbooks, and socioeconomic disparities between public and private schools. Nevertheless, teachers maintain a favourable view of TBLT, recognizing its collaborative, student-centred nature, and potential to motivate language learning.