@article{Hlaing_2021, title={Task-Based Language Teaching from the University Teachers’ Perspectives: Myanmar Context}, volume={19}, url={https://so03.tci-thaijo.org/index.php/jhusoc/article/view/257277}, abstractNote={<p>Task<strong>-</strong>based language teaching <strong>(</strong>TBLT<strong>) </strong>is an approach developed from Communicative Language Teaching<strong>. </strong>The main focus is on the learner, and it starts from what the teachers and a task need to <strong>‘</strong>do<strong>’ </strong>to get learners motivated to do the task<strong>. </strong>It has become very popular worldwide and its increasing popularity has encouraged a shift in many educational contexts from the traditional teacher<strong>-</strong>centered to the learner centered classroom<strong>. </strong>This research investigates Myanmar EFL teachers<strong>’ </strong>understanding of Task<strong>-</strong>based language teaching <strong>(</strong>TBLT<strong>)</strong> at universities, their views on implementing TBLT in the classrooms and the reasons they choose or avoid implementing TBLT and the main reasons of applying or avoiding task<strong>-</strong>based language teaching in the language classroom<strong>. </strong>The questionnaire is prepared based on the theories of task and TBLT<strong>. </strong>A total of 73 English language teachers from different universities in upper Myanmar participated in this survey<strong>. </strong>According to the responses, most of the teachers understand the basic concept of task and principles of task<strong>-</strong>based instructions<strong>. </strong>Moreover, they have positive views on implementing TBLT in the classroom<strong>. </strong>Although they have positive views on TBLT, they also accept the difficulties and disadvantages of TBLT<strong>. “</strong>TBLT improves learners<strong>’ </strong>interaction skill<strong>.” </strong>is the major reason why the teachers use TBLT in their classroom<strong>. </strong>The reason <strong>“</strong>Large class size is an obstacle to use task<strong>-</strong>based methods<strong>.” </strong>is the major reason why the teachers avoid TBLT in the classroom.</p>}, number={3}, journal={มนุษยสังคมสาร (มสส.) คณะมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยราชภัฏบุรีรัมย์}, author={Hlaing, Ni Ni}, year={2021}, month={ธ.ค.}, pages={179–201} }