Student Perceptions of Task-Based Language Teaching (TBLT): A Study at the Higher Secondary Level in Bangladesh

Md. Mustafizul Islam

Jan-Feb-Mar

Abstract
This study investigated the student perceptions of Task-Based Language Teaching (TBLT) at Higher Secondary Level in Bangladesh. TBLT is a pedagogical approach that emphasizes learning through engaging and authentic tasks, fostering language acquisition in meaningful contexts. The study was conducted with a number of 40 higher secondary students from two colleges at Kushtia in Bangladesh. The research employed a mixed-methods approach, combining surveys and semi-structured interviews to gather data from a sample of higher secondary students enrolled in English language courses. The survey questionnaire was designed to gauge students' attitudes, preferences, and perceived effectiveness of TBLT practices, while interviews provided in-depth insights into their experiences and perspectives. The findings of this study reveal a generally positive perception of TBLT among students, with a majority expressing satisfaction with its interactive nature and emphasis on practical language use. Students appreciate the relevance of tasks to real-life situations and their ability to develop communicative skills. The results of this study contribute to the ongoing discourse on language teaching methodologies, particularly in the context of Bangladesh's education system.

Keyword: Task-Based Language Teaching (TBLT), Student Perceptions, Higher Secondary Level, Bangladesh, Language Education

Research Area: ELT

Country: Bangladesh

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