International Journal of English Literature and Culture
 

International Journal of English Literature and Culture

Vol. 5(5), pp. 123-164, September, 2017

 ISSN: 2360-7831

DOI: 10.14662/IJELC2017.039

Review paper

This study was conducted with the objective of investigating practices and challenges of implementing TBLT approach in speaking class room. It was carried out in one government secondary school that is Tana Haik Senior Secondary and Preparatory School Grade 11th at Bahir Dar. All English language teachers of the grade (four) who have been selected using comprehensive sampling technique and ninety five students who were selected using simple random sampling technique were samples from the total population of the study. The required data for the study were collected through classroom observation, semi-structured interview and questionnaire. A questionnaire consisting of Likert-scale type was administered to sample students. Semi-structured interview was also used to collect data from English language teachers (in number they are four). Besides the actual classroom teaching-learning was observed (each three times) to gather data about the problems which are affecting of the actual class room practices of TBLT approach to implement. The data collected through these ways were analyzed both quantitatively and qualitatively. Simple descriptive statistics such as mean and percentage were used to analyze quantitative data. On the other hand, thematic analyses were employed to analyze the qualitative data. The result revealed that teachers did not make the necessary preparation before implementing the task based language teaching approach practicing effectively in each task phases in the speaking class room. They did not also try to teach their students in using the principles and procedures of TBLT which are keys in developing the speaking skill. Students also did not work hard to take responsibility of their own learning. Students lack of interest, lack of skill in selecting appropriate teaching materials, lack of resource, shortage of time to practice the speaking task in using TBLT approach, in both teachers and learner’s lack of knowledge about task based instruction, large class size and limited using target language are the major factors that affect implementation of TBLT. Finally, it has been recommended that teachers should make the necessary preparations before practicing task based language teaching approach in the teaching-learning of the speaking lesson in line with the activities done in each task phase and should try to train teachers about principles of TBLT to practice it in the speaking classroom. On part of the learners, they should endeavor to develop their speaking skills.

Keywords: challenge, practice, task based language teaching approach, speaking class room

Cite This Article As: Abate KN (2017). Exploring Practices and Challenges of Task Based Language Teaching Approach in the Teaching-Learning of Speaking Skill in EFL Class Room: The Case of Tana Haik Senior Secondary and Preparatory Schools Grade 11 at Bahir Dar.. Inter. J. Eng. Lit. Cult. 5(5): 123-164

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