Task-based language teaching (TBLT) is replacing long-standing traditional teaching methods in the context of English as a foreign language (EFL) in Iraq due to the increased prominence and frequent use of tasks in language instruction. Although the implementation of TBLT has been extensively studied, little is known about the perceptions of EFL teachers and their views on the difficulties in applying TBLT in the educational context of Iraq. The current study aimed to find out how TBLT was perceived and used by EFL teachers in Iraq. Through the use of mixed-methods quantitative-qualitative design, the research objectives were addressed. Initially, the participants (N= 156) filled out a survey with a self-report scale for the quantitative phase. Fol-lowing this, five teachers from these participants took part in semi-structured interviews. Three main themes, including issues related to tasks, students, and teachers, were extracted. The results showed that instructors embraced implementing the TBLT approach in their classes and har-bored a highly positive attitude toward it. However, they also mentioned some significant chal-lenges and constraints for its optimal enactment in Iraqi secondary schools. The findings also indicated that instructors with varying experience levels had diverse understandings of TBLT. The findings could be used to devise appropriate measures to address the identified chal-lenges in promoting TBLT-oriented language teaching practices in Iraqi public schools.
Rawdhan et al. (Wed,) studied this question.