ADOPTING TASK-BASED LANGUAGE TEACHING IN PAKISTANI GIRLS’ COLLEGES: PERSPECTIVES OF FEMALE ESL TEACHERS

Abstract

This study explores the perceptions of female ESL teachers regarding Task-Based Language Teaching (TBLT) in Pakistani girls’ colleges, Pakistan. It examines their attitudes toward TBLT, the perceived benefits, and the challenges encountered in implementing this communicative approach, which contrasts with the traditionally dominant Grammar-Translation Method (GTM). The study also evaluates the feasibility of transitioning to communicative language instruction within the existing educational framework. Employing a quantitative survey design, data were collected from 20 female teachers through structured questionnaires to ensure comprehensive insight. While the study's scope is limited to a single institution—thus limiting the generalizability of findings—the results reveal significant obstacles to TBLT implementation. Only 13% of the teachers expressed confidence in its effectiveness, and 23% believed it fosters practical language use. Key barriers include insufficient teacher training (73%), large class sizes (53%), exam-driven curricula (38%), and inadequate resources (48%). Cultural norms further limit student participation in communicative activities (48%). Moreover, the effectiveness of TBLT showed little variation between secondary and tertiary levels due to overarching systemic issues such as rigid assessment structures and time constraints (43%). Despite recognizing TBLT's potential benefits—such as promoting communicative competence (23%) and collaboration (18%)—teachers overwhelmingly cited structural challenges as the primary impediment to its adoption. The study concludes that effective implementation of TBLT requires systemic reforms, including curriculum revision, targeted teacher training, and institutional support. Without addressing these foundational issues, integrating TBLT into Pakistan’s ESL education system remains uncertain. Future research should involve a broader range of institutions to provide more generalizable findings.