Task-based language teaching: Teachers' perceptions and implementation in the Australian ELICOS sector

This research applies a mixed-methods approach to explore teachers' perceptions of task-based language pedagogy and its implementation in the ELICOS (English Language Intensive Courses for Overseas Students) setting. The sources of data were gathered in two phases, comprising an online survey with 58 respondents from various ELICOS colleges across Australia, and semi-structured interviews with eight teachers who have varying teaching experience. The findings show that the majority of teachers have a high level of understanding of TBLT principles and hold positive attitudes towards incorporating TBLT in classroom practice. The research also reveals constraints that affected the successful implementation of TBLT, leading to practical suggestions for facilitating the adoption of TBLT in the Australian ELICOS sector.