Abstract:
In this study endeavors were made to assess the implementation of TBI and exploring its
underlying constraints in EFL classroom of WU, Department of English language and
Literature. To achieve the objective of this study, mixed research design with descriptive and
cross-sectional study was employed. In the pilot study, data gathering were carried out
immediately after designing questionnaires to prove their reliability. The opinions of experts
were also sought on the instruments before disseminating them to test out validity. The necessary
data for the study were collected through classroom observation, semi-structured interview,
questionnaire, and content analysis. Then, six EFL classes each once were observed with coobservers then four instructors and nine students were interviewed. Moreover, contents of four
EFL courses material were analyzed with co-analyzers. These were made to reduce bias which
might appear in the study. Besides, the questionnaires were administered and gathered from
twenty three instructors and ninety four students who were selected through census method.
Afterward, quantitative data analyzed based on descriptive statistics of frequencies, percentage,
mean and grand mean where as qualitative data analyzed through narration in the paragraph
form. The analysis of the data revealed that Instructors have been convincing knowledge and
students have been limited awareness about the benefits of TBI. Accordingly, in this study both
instructors and students assured that they have optimistic perceptions. However, they were not
observed in implementing various types of tasks consistently in the EFL classroom. Thus, it can
be concluded that their optimistic perceptions mismatch with their practical implementation of
TBI with in the classroom. To end, the recommendations were forwarded based on the finale of
the findings.
