Exploring the Challenges of Implementing Task-Based Language Teaching in Heterogeneous Classrooms: The Case of BridgeWay World Private Language School in Tizi-Ouzou
| dc.contributor.author | TOUNSI Sarah Nesrine | |
| dc.contributor.author | MENDJOUR Sabrina | |
| dc.date.accessioned | 2025-10-16T12:58:24Z | |
| dc.date.available | 2025-10-16T12:58:24Z | |
| dc.date.issued | 2025 | |
| dc.description | 73 p. (+CD) | |
| dc.description.abstract | The present study investigates the challenges teachers encounter when implementing Task-Based Language Teaching (TBLT) in heterogeneous classrooms. It also examines the extent to which EFL teachers adapt TBLT to fit such contexts, focusing on BridgeWay World Private Language School in Tizi-Ouzou. The objectives of this investigation are fourfold. First, it explores teachers' perceptions of implementing TBLT in heterogeneous classrooms. Second, it investigates the extent to which teachers apply TBLT principles. Third, it identifies the challenges they face when using this approach. Fourth, it highlights the strategies teachers adopt to overcome these challenges. This study is guided by Nunan’s (2004) TBLT framework, with emphasis on his seven principles: scaffolding, task dependency, recycling, active learning, integration, reproduction to creation, and reflection. A mixed-methods approach is adopted for this study to collect both qualitative and quantitative data. The study used a sequential strategy involving structured interviews with six randomly selected teachers to collect qualitative data, and non-participant structured classroom observations of six sessions with a conveniently sampled teacher to obtain quantitative data. Qualitative content analysis was applied to analyze the interviews, while descriptive statistics, using the rule of three, quantified observational findings. Results show that EFL teachers in BridgeWay World Private Language school view implementing TBLT in heterogeneous classrooms as challenging but feasible. They partially apply TBLT principles and face difficulties such as age and learning preference differences, learner dependence, low motivation, passive attitudes, and varying comprehension levels. To address these, teachers use strategies like differentiated scaffolding, peer pairing, task sequencing, recycling and review, inclusive tasks for engagement, authentic and relevant tasks to sustain motivation, and promoting learner autonomy via reflection and self-evaluation. | |
| dc.identifier.citation | Foreign Language Didactics | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/28388 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri Tizi-Ouzou | |
| dc.subject | Coping Strategies | |
| dc.subject | Heterogeneous Classrooms | |
| dc.subject | Implementation Challenges | |
| dc.subject | Task Based Language Teaching | |
| dc.subject | Teacher Perceptions | |
| dc.title | Exploring the Challenges of Implementing Task-Based Language Teaching in Heterogeneous Classrooms: The Case of BridgeWay World Private Language School in Tizi-Ouzou | |
| dc.type | Thesis |