Teachers’ Perceptions of Task-Based Language Teaching in Secondary Schools in Addis Abeba

This study investigated teachers’ views and understanding of Task-based language teaching in Addis Ababa, Ethiopia, Secondary Schools context. To have a reasonable representation of higher secondary schools, sixty-two teachers were recruited from four senior secondary schools in Addis Ababa. Quantitative data were obtained using a task-based questionnaire. The data were analyzed using descriptive statistics. The results of the data revealed that teachers had positive perceptions of task-based language teaching. The results of the present study revealed that the participant teachers accepted TBLT as a communicative teaching approach very remarkably, regardless of some bottlenecks such as the large class size, lack of training in TBLT, and failure to design teaching materials within the TBLT framework, among others. In addition, the results of the study indicated that teachers’ perceptions of TBLT were very high.