Novice and Experienced EFL Teachers’ Perceptions of the Obstacles to the Implementation of Task-Based Language Teaching in SHAD Platform

The present study attempted to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching using the online tool of Shad in Iran. Forty male and female English teachers (20 Novice and 20 Experienced) teaching at Language institutes in Kermanshah, Iran, participated in this study. They were conveniently sampled. A mixed-method design, benefiting from a TBLT questionnaire along with interview sessions, was used to investigate the teachers’ attitudes towards the Shad platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in these classes. Moreover, interview questions were also answered by the participants to obtain more insights into the Shad platform in online classes. The responses were analyzed qualitatively for the premier goal of this study. The findings indicated that participants generally had positive viewpoints regarding the use of computers which they believed to be of help to work more effectively with their students. They also had higher learning goals. EFL teachers and students had positive attitudes towards SHAD program as they believe that SHAD online education system constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings would assist educational teachers, administrators, and academicians to better understand the inhibitors to the implementation of task-based language teaching in online Shad classes.