The Implementation of Task-based Approach in ESP Instruction: Teachers and Students’ Perceptions

Abstract

Task based approach is increasingly gaining ground in the field of language teaching and learning, ESP in particular. This study investigates teaching English for Specific Purposes within the paradigm of task-based approach. To that end, data were collected using a mixed method design. First, questionnaires were designed to capture learners’ viewpoints of the assigned tasks on their learning processes, language development and skills’ acquisition. Additionally, this study attempted to examine teachers’ attitudes towards the implementation of task-based approach in ESP classroom; for this reason, semi-structured interviews were conducted. The findings revealed that teachers and learners alike positively perceived task-based teaching and learning (TBTL). They believed that the incorporation of this approach in language instruction, ESP in particular, creates a favorable teaching and learning conditions as it involves learners in tasks relevant to their academic and professional needs, fosters their learning autonomy and motivation in various ways, allows them to explore their understanding of the issue in question, develop their interpersonal abilities and communication skills, and develop their creative and critical thinking deemed necessary for their future careers.