Teachers’ Beliefs Towards the Implementations of Task-Based Approach in Reading Lesson in Grade 9 EFL Classrooms at Ambo Secondary School, Oromia

Abstract

The main purpose of this study was to evaluate the teachers’ beliefs and implementations of task-based approach in reading lesson in grade 9 EFL classrooms at Ambo Secondary School. Exploratory research design was used to achieve the intended goal of the study.  The participants of the study were selected using available sampling technique from Ambo Secondary School; 10 EFL teachers’ were selected accordingly.  Data gathered through questionnaire, interviews and classroom observation were analyzed using both qualitative and quantitative research methods. The study revealed that teachers’ beliefs towards the implementation of Task Based Approach in reading lesson complemented the principles of TBA. However teachers’ beliefs meet the principles’ of TBA, there is lack of commitment to implement effectively, and they are reluctant to play their roles efficiently. Students’ lack of interest, teachers’ lack of interest, students’ limited language proficiency, and textbook instructions were the factors that affect the implementation of TBA in the reading lesson in EFL classroom revealed as challenges that affect the implementation of task-based approach.

Keywords: Task-Based Approach, Teacher belief, Teacher Implement, Ambo secondary school