Task-based language teaching: Teachers’ pedagogical Cognition, classroom Practices, and students’ appraisal of instructional implementation in English as a Foreign Language(EFL) contexts with special references to selected secondary schools in Addis Ababa city administration
| dc.contributor.advisor | Melaku Wakuma | |
| dc.contributor.author | Tarekegn Mekonnen | |
| dc.date.accessioned | 2026-07-04T07:04:08Z | |
| dc.date.available | 2026-07-04T07:04:08Z | |
| dc.date.issued | 2025-02-20 | |
| dc.description.abstract | This study investigated Task-Based Language Teaching (TBLT) by examining teachers’ pedagogical cognition, classroom practices, and students’ appraisal of instructional implementation in English as a Foreign Language (EFL) contexts, with particular reference to selected secondary schools in Addis Ababa City Administration. A mixed-methods research design was employed. In the quantitative phase, structured questionnaires with Likert-scale items were administered to teachers and students to measure attitudes, instructional practices, and perceived effectiveness of TBLT. The qualitative phase involved semi-structured interviews with teachers to explore their beliefs, challenges, and contextual factors influencing instructional practices. Classroom observations were conducted using a checklist aligned with core TBLT principles to document actual classroom implementation. In addition, focus group discussions with students provided in-depth insights into their learning experiences and evaluations of task-based instruction. Sampling combined purposive and stratified random techniques: teachers were purposively selected based on their engagement in English language teaching and experience with task-based instruction, while students were selected through stratified random sampling to ensure representation across grade levels and school contexts. To ensure validity and reliability, the questionnaires were pilot-tested, and internal consistency was assessed using Cronbach’s alpha. The credibility of qualitative data was enhanced through peer debriefing, academic staff checking, and thick descriptions of classroom contexts. Triangulation across data sources and participant groups further strengthened the trustworthiness of the findings. The findings revealed that teachers generally held positive attitudes toward TBLT and recognized its value as a communicative language teaching approach, despite challenges such as large class sizes, limited professional training, and difficulties in designing task-based materials. Students also reported favorable perceptions of TBLT. However, classroom observations indicated that most teachers did not consistently implement the full TBLT framework, particularly the pre-task, during-task, and post-task phases. Teachers suggested several strategies to enhance the feasibility of TBLT in Ethiopian secondary schools, including reducing teacher workload and class size, providing systematic professional development on TBLT, and raising students’ awareness of cooperative learning in meaning-focused language instruction. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8627 | |
| dc.language.iso | English | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Task-Based Language Teaching (TBLT) by examining teachers’ pedagogical cognition | |
| dc.subject | classroom practices | |
| dc.subject | and students’ appraisal of instructional implementation in English as a Foreign Language (EFL) contexts | |
| dc.title | Task-based language teaching: Teachers’ pedagogical Cognition, classroom Practices, and students’ appraisal of instructional implementation in English as a Foreign Language(EFL) contexts with special references to selected secondary schools in Addis Ababa city administration | |
| dc.type | Dissertation |