EDUCATOR PERSPECTIVES: EXAMINING REACTIONS TO THE TASK-BASED SURVEY AND PRESENTATION COURSE IMPLEMENTATION
Abstract
This study delves into the reactions and perceptions of educators in response to the implementation of a task-based survey and presentation course. Task-based language teaching (TBLT) has gained recognition as an effective pedagogical approach for language education. In this research, qualitative and quantitative methods were employed to gather data on educators' experiences, challenges, and views concerning the integration of TBLT principles into the course curriculum. The findings illuminate the educators' perspectives and provide valuable insights into the effectiveness of TBLT in enhancing language learning and teaching practices.
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