Perceptions and Implementation of Task-based Language Teaching among Secondary School EFL Teachers in China
Cheng Xiongyong, Moses Samuel

Abstract
This paper raises concerns about English as a foreign language (EFL) teachers’ perceptions of task-based language teaching (TBLT) and the impact on their classroom practices to identify challenges and possibilities in TBLT implementation. From the data collected in the survey of 132 secondary school EFL teachers in China, the findings indicate that most EFL teachers hold positive attitudes toward TBLT execution due to a higher level of understanding on TBLT concepts, but that there exist constraints like the large-sized class and difficulty in evaluating students’ task-based performance. As such, implications are proposed based on the findings to help teachers and teacher trainers administer TBLT more effectively in the future.

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