Incorporation of TBLT in English language classrooms of Bangladesh: a comparative study between urban and rural Institutions

Abstract

The main purpose of this study was to explore urban and rural scenarios while incorporating task-based English language teaching. Task incorporated lesson have appeared as an effective strategy in academic context nowadays. The primary objective of this study was to explore what are the perceptions of the teachers and how they are adapting with the unstable curriculum. The study intended to employ qualitative research design approach, utilising semi-structured interviews as the primary source of data collection. Moreover, six teachers were engaged as participants of this study and their responses and experiences were recorded by the researcher for data analysis. Additionally, the challenges that the language teachers face was discovered through this study. They also expressed their expectation regarding the education policy so that they could devote themselves in a better teaching context. The outcomes of this study are going to contribute to our understanding about TBLT’s incorporation in national curriculum and provide insights into the specific dynamics of its impact on ESOL context.