Enhancing English Instruction through Task-Based Language Teaching: Teachers’ Experiences, Challenges, and Adaptive Strategies

Abstract

English has long been a primary medium of instruction in the Philippine education system, yet disparities in English proficiency persist due to variations in teaching quality, resource availability, and teacher training. This study explores teachers' experiences, challenges, and adaptive strategies in employing Task-Based Language Teaching (TBLT) to create an engaging and effective learning environment. Findings highlight that while TBLT fosters cooperative learning, critical thinking, and communication skills, teachers face challenges such as classroom behavior management, curriculum alignment, and resource limitations. Despite these obstacles, educators employ adaptive strategies to ensure meaningful learning experiences. Institutional support and innovative pedagogies are crucial for addressing these challenges and enhancing English instruction. Further research is recommended to deepen understanding of TBLT implementation in diverse educational settings.