Teachers’ Perceptions of TBLT: Motivational Dimensions and Implementation Challenges in Middle School EFL Classrooms

Abstract

This study investigated the perception of middle school English as a Foreign Language (EFL) teachers regarding Task-Based Language Teaching (TBLT) as a strategy to enhance learner motivation, and it explored the challenges associated with its implementation. Set within the Italian educational context, it adopted a mixed-methods approach, drawing on quantitative and qualitative data from questionnaires, classroom observation protocols, and semi-structured interviews. The research examined whether teachers perceive TBLT as a motivating approach, which task features they associate with increased learner motivation, and what limitations they encounter in practice. Findings indicated strong consensus among teachers that TBLT promotes student participation, emotional engagement, and willingness to communicate. Teachers highlighted creativity, real-world relevance, tangible outcomes, and collaboration as key motivators for students. However, they also pointed out time constraints, large class sizes, group management, and insufficient practical training as major barriers to effective implementation. The study offers practical insights for curriculum design and teacher training, emphasizing the need for systemic support in implementing TBLT. Although limited by a small qualitative sample, the findings offer valuable understanding of both the motivational potential and the challenges of applying TBLT in grammar-focused EFL settings, emphasizing its importance for fostering learner-centred instruction in middle schools.