INVESTIGATING EFL TEACHERS AND STUDENTS‟ PERCEPTIONS AND PRACTICES ON TASK BASED APPROACH IN THE SPEAKING CLASSROOM: THE CASE OF ABA FRANSUA SECONDARY AND PREPARATORY SCHOOL GRADE 10

Abstract

The current study was conducted on English teachers and students’ perceptions and practices on task based approach in the speaking classroom tenth grade at Aba Fransua secondary and preparatory school. A descriptive survey research design was employed in this study. To this end, 136 students and 2 English teachers were the participants of the study who were selected through simple random sampling and comprehensive sampling respectively. The instruments of data collection such as questionnaires, interviews and classroom observations were used. The collected data were analysed through description. The findings of the study showed that Aba Fransua secondary and preparatory school grade ten students and English teachers have positive perceptions towards task based language teaching in the speaking classroom. They were using task based approach to some extent, but there were problems in its practices due to some challenges. It was also found out that teachers used the pre-task cycle better than other cycles, but they did not give more attention to planning and reporting stages of the task cycle. The while-task cycle was almost not implemented in this school. Therefore, this study suggests that facilities should be fulfilled by whom it may concern to practice the task based approach in order to improve students’ speaking skill.