A comparative study of Iranian EFL teachers' and learners' perspectives on task-based instruction

Abstract

Over the last few decades, Task-Based Instruction (TBI) has gained considerable importance in language teaching research. Yet there are few studies of second language learners' and teachers' perceptions of TBI. This article reports a study that explored teachers' and learners' perceptions of TBI. A sample of 51 Iranian EFL teachers and 88 EFL learners participated in the study. The majority of respondents show positive views on the application of this approach in English classrooms. The results also indicate that Iranian EFL teachers and learners have similar perceptions of TBI. © 2013 ACADEMY PUBLISHER Manufactured in Finland.