Teachers' experiences with task-based learning on English language teaching at secondary school level : a case study of selected schools in the Lubombo region, Swaziland.
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Date
2016
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Abstract
The study sought to document teachers’ experiences of teaching English language through taskbased
learning at secondary school level in the Lubombo region in Swaziland. The following
were research questions: what are the teachers’ experiences of teaching English language
through task-based learning at secondary school level; what factors influencing the teachers’
experiences of teaching English language through task-based teaching at secondary school level;
and what are the teaching methods that have influenced the teachers’ experiences of teaching
English language through task-based teaching at secondary school level? The study was
qualitative in design. The sample was drawn from secondary schools in the Lubombo region.
Questionnaires were filled by teachers of English. Focus group discussions for teachers were
held as part of the data collecting technique as well as document analysis in the form of the
teachers’ daily preparation books. The findings were that teachers have distinguishable
experiences, varying from favourable to not so pleasant encounters and impartial ones with the
use of TBLT; lack of libraries, books, and not being able to access the internet were some of
contributing factors to the learners’ negative attitude towards TBLT; and the fact that there are
other strategies which the teachers of English are not fully utilizing, yet learners enjoy them,
these being in-school and class debates, watching videos, or listening to educational radio
programs. There is need for in-service programs to encourage and equip teachers with different
approaches to TBLT. The introduction of an English language budget in schools is highly
recommended so as to buy visual aids like educational videos and other materials and to even
construct well-resourced libraries in schools with part of the money.
Description
Master of Education in Language and Media Studies. University of KwaZulu-Natal, Edgewood 2016.
Keywords
English -- Study and teaching (Secondary) -- Swaziland -- Lubombo., English language -- Study and teaching -- Foreign speakers., English teachers -- Swaziland -- Lubombo -- Attitudes., Theses -- Education., Task-based language learning.