English as a foreign language pre-service teachers' perceptions of task-based language teaching in Northern Mexico

Abstract

This quantitative case study research explored English as a foreign language (EFL) pre-service teachers’ perceptions of the Task-Based Language Teaching (TBLT) for facilitating written language competency for learners of English in northern Mexico. EFL pre-service teachers are trained to serve in basic education secondary school, teaching English. The participants in the study (n = 193) were from two locations: Universidad Autónoma de Nuevo León (UANL) with 112 EFL Pre-service teachers (Location A) and The Normal Superior School with 81 EFL pre-service teachers (Location B). All participants took part in the study voluntarily and responded to a survey via email. The study included a survey developed for this study with a five-point scale (1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree). The survey contained a demographic section followed by three subscales with a total of 35 items: Subscale one, The Teaching Process (items 1-10); Subscale two, The Role of the Task (items 11-18), and Subscale 3, The Teaching of Language Competencies (items 19-35). The last five items of the survey (31-35) asked participants about the facilitation of written expression competency through TBLT. The items of the survey responded to the three research questions (RQ) of the study, regarding perceptions about TBLT approach to the teaching of English; the role of task in English language learning; and the contribution of TBLT for teaching of the written expression competency in Mexico. The construction of the survey was informed by contributions of Prabhu (1987), Nunan (2004), Swan (2005), Ellis (2009), Long (2015), Jeon and Hahn (2006), and SEP (2011). The survey was administered using the SurveyMonkey platform. Findings showed that the majority of participants (n = 152, 79%) responding with the two highest points of the Likert scale (4. Agree and 5 Strongly agree), perceived that the TBLT approach facilitated EFL teaching process, specifically competency in the written expression of learners of English. However, there were 29 (15%) participants who provided a neutral response and 12 (6%), who by indicating the two lowest points of the Likert scale (1 Strongly disagree and 2 Disagree), had a negative response that TBLT facilitates the teaching of the writing skills