EFL Libyan Teachers' Perceptions of Implementing Task Based Approach into their Teaching.

Abstract

This study investigates the perceptions of Libyan English as Foreign Language (EFL) teachers regarding the implementation of a Task-Based Approach (TBA) in their teaching practices. The Task-Based Approach is recognized as an innovative and student-centred pedagogical method that emphasizes communication and real-life language use. This research aims to understand how Libyan EFL teachers perceive the integration of (TBA) into their classrooms, the challenges they encounter, and the benefits they identify. The study employs both quantitative and qualitative research design, utilizing interviews and questionnaire to gather data from a sample of EFL teachers in Libyan educational settings. The findings highlight the teachers' attitudes towards TBA, their perceived effectiveness of the approach in enhancing students' language proficiency and motivation, as well as the obstacles they face in its implementation. The results provide insights into the cultural and contextual factors that influence the adaptation of (TBA) in the Libyan EFL context and offer implications for professional development and curriculum enhancement.