The Implementation Of Task Based Instruction In Efl Classroom: The Case Of Wachemo University, Department Of English Language And Literature

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.