Task-Based Language Teaching in Local ESL Context: Investigating English Teachers’ Classroom Practices and Challenges among Asipulo Public High Schools
DOI:
https://doi.org/10.65339/ijsair.V2.I2.221Keywords:
Assessment–Analysis–Intervention–Dissemination (AAID) model, communicative competence, differentiated instruction, English language teaching, qualitative research, task-based language teaching, thematic analysisAbstract
This study investigates the implementation of Task-Based Language Teaching (TBLT) among English teachers in Asipulo Public High Schools, focusing on their instructional practices, challenges, and intervention needs. Anchored in TBLT theory and the Assessment–Analysis–Intervention–Dissemination (AAID) model, the study employed a qualitative descriptive developmental design to examine teachers’ experiences. Data were collected through semi-structured interviews with 12 English teachers selected through purposive sampling and analyzed using thematic analysis (Braun and Clarke, 2006). Findings revealed that teachers employ communicative, experiential, and cognitive tasks that promote learner-centered and meaningful language use, including structured lesson planning, differentiated instruction, and contextualized activities. However, significant challenges were identified in instructional design, learner diversity, motivation, classroom management, limited resources, time constraints, and assessment practices. In response, the study proposes targeted interventions such as the Instructional Enhancement Program (IEP), Learner Support and Engagement Program (LSEP), continuous teacher training, and institutional support to improve TBLT implementation. The study concludes that effective TBLT requires alignment between pedagogical practices, learner needs, and systemic support mechanisms. The findings align with SDG 4 (Quality Education) by promoting effective language instruction and SDG 10 (Reduced Inequalities) by addressing gaps in rural educational contexts. The study contributes to educational and institutional sustainability by supporting improved teaching practices, equitable learning opportunities, and continuous professional development in language education.
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