Exploring Teachers' Perceptions of Task-Based Language Teaching and Technology: A Case Study of European Foreign Language Teachers

Abstract

In the 21st century, many people need to learn languages for different reasons. An approach able to meet the communicative needs of different groups of speakers is needed and it seems that this approach could be Task-Based Language Teaching (TBLT). What is more, thanks to new technologies, TBLT has evolved into technology-mediated TBLT where tasks can be designed in a more realistic and authentic way; thus making students feel more motivated. Due to the importance of TBLT in language education, it is essential to explore teachers´ perceptions regarding TBLT and technology as they are considered one of the most important factors in shaping students´ attitudes (Dooley, 2005; Huguet & Lasagabaster, 2007). Although research has been conducted on how Asian teachers´ perceptions and cultural norms affect their beliefs of TBLT (e.g. Jeon & Hahn, 2006; Zhang, 2007; Hadi, 2013); more research is needed on European teachers. With the aim to contribute to this research gap, the purpose of this MA dissertation is to examine and compare European language teachers’ perceptions regarding TBLT and technology. 70 participants from 5 different countries (the United Kingdom, Germany, Spain, France and the Netherlands) participated in this study. Results suggest that European teachers need more training on TBLT and technology-mediated TBLT as they have a proper theoretical knowledge, but they present more doubts on a practical basis. Findings also suggest an additional investment in many European schools´ facilities.