September 27, 2025

Grammar Instruction through Task-Based Language Teaching: Pakistani EFL Teachers’ Cognitions and Practices

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Most teachers recognized task-based language teaching but lacked formal training, indicating a knowledge gap.
Teachers expressed support for integrating TBLT, but many felt it was potentially unsuitable for explicit grammar instruction.
A significant gap exists between teachers’ beliefs about TBLT and their actual classroom practices observed during the study.
Recommendations include comprehensive teacher training to enhance the effectiveness of TBLT integration in Pakistan.

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Qualitative research reveals insights into teachers’ cognitions and practices related to task-based language teaching in Pakistan.

Ahmed et al. (2025) studied this question.

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