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.

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.