حسن العرداوي

The study investigates the impact of Task-Based Language Teaching (TBLT) on productive skill development such as speaking an‎d writing in the context of Iraqi EFL learners, along with identifying contextual challenges an‎d learnersʹ resistance. Chapter One introduces the problem of Iraqʹs reliance on grammar-based approaches an‎d the need to promote communicative competence aligned with global pedagogical advancements. Chapter Two summarizes theoretical frameworks an‎d past research, emphasizing the significance of fluency, accuracy, an‎d complexity as indices of productive language development an‎d situating TBLT within communicative language teaching. Chapter Three describes the research design, which employed a mixed-methods model, an‎d details the participants, instruments, an‎d procedures. A 35-item questionnaire, pilot-tested for reliability (Cronbachʹs alpha = 0.82) an‎d validated by experts, was administered to 30 Iraqi university students, supplemented with interviews an‎d classroom observations. Chapter Four presents the findings that TBLT developed learnersʹ fluency an‎d complexity rather than accuracy, while contextual factors such as class size, teacher preparedness, an‎d limited resources affected implementation. Students manifested both resistance due to unfamiliarity with student-centered approaches an‎d positive attitudes towards communicative tasks. SPSS analysis confirmed considerable improvement in communicative performance despite very little institutional support. Chapter Five ties these results back to the Iraqi EFL situation, where the contention is that effective TBLT implementation needs to be preceded by systematic teacher training, gradual pedagogical change, an‎d structural adaptation to buffer against logistical constraints. The study concludes that while TBLT is not a panacea, it is a viable way forward in the facilitation of purposeful language use if cultural, institutional, an‎d pedagogical concerns are addressed. Some of the recommendations include the use of authentic tasks, ongoing scaffolding, an‎d the utilization of digital technology to break resource constraints. This research contributes to the growing body of literature on TBLT in non-Western EFL settings an‎d underscores the necessity for contextualized adaptation for pedagogical innovation in Iraq.

ارزيابي , چالش ها , زبان آموزي EFL

eva‎luation , Challenges , EFL language learning

Hasan Alardavi

Dr.Akram Nayyernia