The study aimed to document teachers' experiences of teaching English language through task-based learning at secondary school level in the Lubombo region of Swaziland. The following research questions were: what are teachers' experiences with teaching the English language through task-based learning at the secondary school level; what factors influence the teachers?
Introduction
Background to the study
English is one of the subjects taught in high school in Swaziland and plays an important role in maintaining the quality of education. These skills, as described in the SGCSE English Language Curriculum (2014), are communication and language skills, mathematical skills, problem solving, critical thinking and study skills.
What is task-based language teaching?
There is no doubt that everyone remembers the fun that characterized these lessons as the students were involved. All grammatical elements would be embedded in those songs and rhymes, but the emphasis was not on them, but on making them sing and recite rhymes and songs in the English language.
Education system in Swaziland – A brief overview
It is the teacher's duty to find tasks that suit both these types of learners with which he or she is entrusted. However, this means that teachers in the first four grades of the school have the freedom to use siSwati as a medium of instruction where learners have difficulty understanding learned material.
Socio-linguistic context of English language in Swaziland
In Swaziland, both siSwati and English are official languages and the Education Policy states that the mother tongue, siSwati will be the medium of instruction in the first four grades of school, after which English will be the medium of instruction (Ministry of Education and Training). Sector Policy, 2011). Even the press does its business in English with only two radio stations broadcasting in siSwati one of the two is a religious radio station.
Task-based language teaching at secondary school level in Swaziland
Since the English language is the language of instruction at secondary school level in schools in Swaziland and most texts are written in English, command of the English language is of paramount importance. That is why the English syllabus emphasizes that teaching the English language should help students form a sound foundation for its effectiveness for further study and employment.
Problem statement
It begins in the English language class and some of the teachers of English's duties, although not documented anywhere, include developing critical thinking skills, work and study skills, independent learning and working with others. It is a fact that English is a challenge for quite a number of learners, especially in rural Swaziland.
Study objectives
If they use these learner-centered teaching methods, then what are their experiences and in what way(s) do they influence their use of TBLT. The teaching of the subject has not been extensively researched and therefore this study seeks to reveal the experiences of teachers, to discover the factors that influence these teachers' experiences and the teaching strategies that have facilitated these teachers' experiences at the secondary school level in Swaziland.
Research questions
Rationale of the study
Delimitations of the study
Nevertheless, with this sample, the researcher understands and appreciates teachers' experiences using task-based English language teaching at the secondary school level, as questionnaires, focus group discussions and document analysis provided detailed data. In the short time that the researcher had to collect the data, some of the data sources felt a short notice that they would like to get two weeks with the questionnaires, but due to the time factor, the researcher asked them to just fill out the questionnaire as there was not much and they passed it successfully.
Definition of operational terms
This was a sign that they were not so inclined to provide the data, as they were just looking at the questionnaire and not its content. Task-based learning: an approach to learning a second language that engages learners in the interactive use of authentic language by performing a series of tasks.
Structure of the thesis
Second Language: A language one learns after one's mother tongue, especially as a resident of an area where that language is commonly used.
Introduction
The Conceptual framework of the study
Government (policy maker)–Ministry of Education and Training sector policy (2011) states that English should be offered as a compulsory subject in schools at all levels. School policy – The three schools in the Lubombo region from which the data were collected became the inner layer, as there the principals, their deputies and the SHDFs ensure that teachers adhere to the policies set by the government.
The teachers’ experiences of teaching English language through task-based methods
The other stakeholders as outlined in the conceptual framework of the study, the school administration and the government, rely on the teachers when it comes to the question of whether TBLT is useful or not. This is not to suggest that teachers should leave students working alone all the time.
Factors influencing the teachers’ experiences
External factors influencing the teachers' experiences with the use of TBLT
This goes back to the question of the teachers' competences in the different components of English language in which the learners are examined. What are some of the factors that influence the teachers' experiences of teaching English language through task-based learning.
Internal factors influencing the teachers' experiences with the use of TBLT
Teaching methods that have influenced the teachers’ experiences of task-based learning
TBLT involves many of these teaching methods listed in Samunda's (2009) classification of the language teaching methods that have influenced teachers' experiences with task-based learning. Thus, in some way, these teaching methods have influenced teachers' experiences with task-based learning of the English language at the secondary school level.
Conclusion
Introduction
The research approach
The qualitative research adopted by the study helped in achieving the researcher's objectives and increasing the number of teachers. As a result, the researcher was able to obtain rich and detailed data for the study from completed questionnaires, focus group discussions and document analysis.
Research paradigm
This method was ideal for this study because the population answered questionnaires, had focus group discussions with them, and then the researcher analyzed documents (teachers' daily preparation books), so it was largely objective. It is through task-based teaching in the English language that the students can manage the four English papers they write under the SGCSE syllabus.
Research design
Population
Sample population
The other (three) teach only at the higher level, and the other three teach at all levels. These teachers not only teach English language but also other subjects like Religious Studies, History, SiSwati and Geography.
Sampling procedure
The sample in this study consists of nine English teachers, whose qualifications range from a secondary teaching diploma to a master's degree in education; That's why three of them teach at junior level.
Teachers’ biographical data
The researcher did this to ascertain whether teaching at any of the levels has an effect on teachers' experiences of teaching English through task-based language teaching. These data collection methods were questionnaires; focus group discussions; and document analysis, whereby the researcher analyzed the daily preparation books for each of the nine teachers.
Data collection process
Questionnaire
The data also showed that none of the teachers have totally rejected task-based language learning as an English language teaching strategy. The kind of response from the students that the teachers talk about to the researcher points towards motivation.
How data from questionnaires were analyzed
Focus group discussions
Another teacher mentioned television as a source of the tasks they assign to students. In all these areas of life, teachers will introduce and promote students' understanding of the target language. A task-based lesson should stimulate and stimulate metacognitive awareness in the students.
How data from focus group discussions were analyzed
Document analysis
How data from documents were analyzed
Triangulation in this study
Ethical considerations
Conclusion
Introduction
First, findings from the data addressing the first objective are presented: to identify teachers' experiences of teaching English through task-based learning at the secondary school level. The following findings would relate to the factors influencing teachers' experiences in teaching English through task-based learning.
Presentation, analysis and discussion of findings that address the first objective
- Frequency of TBLT being used as an English language teaching strategy
- Role played by teachers during TBLT
- Sources of the tasks that the teachers assign the learners
- Learners' reactions towards TBLT
- Advantages of TBLT from the teachers' perspective
- Challenges encountered by teachers as they use TBLT
- How these teachers overcome the challenges they face during TBLT
- Teachers' views with regards to TBLT
- Teachers recommending TBLT to others
The enthusiasm they show is proof enough that a good number of students are keen to work on their own. Several teachers shared that TBLT promotes understanding of the target language and that it caters to all students.
Presentation, analysis and discussion of data that address objective two
- External factors influencing TBLT
- In-service training
- Internal factors influencing TBLT
My research topic is about 'The teachers' experiences with task-based learning about English language teaching at secondary school level. How often do you use task-based language teaching (TBLT)? Always [ ] Rarely [ ] Never [ ] Explain why.
Summary and conclusion
Introduction
Qualitative differences in the implementation of task-based language teaching by novice teachers in Hong Kong's primary classrooms. 2013).Perceptions and implementation of task-based language teaching among EFL secondary school teachers in China.
Summary of the research objectives
Summary of the finding
It is clear from the findings of the study that teachers have distinct experiences, ranging from favorable to less favorable and neutral encounters, with the use of TBLT for English language learning. Some teachers are excited about TBLT as it gives them an opportunity to relax as they never worry about what to say during the lesson as the students would have full control.
Conclusions from the study
The results also pointed to the fact that there are other teaching methods that English language teachers do not fully utilize, yet students enjoy them. It was debates in school and class, watching videos or listening to educational radio programs as part of English teaching, which would definitely provide pleasant and positive experiences for the teachers.
Recommendations
Future research
Long (Ed.), Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell. 1991). Three approaches to task-based syllabus design. The effect of task-based language teaching (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners' reading comprehension. Prosedia-Social and Behavioral Sciences.
Editor’s letter
Qualification of teachers
Age of teachers
Teaching methods used by teachers during TBLT
