Teachers’ Perceptions of and Attitudes toward the Change to a Task-Based Curriculum in an English Programme at a University in Qatar

Abstract

Abstract This is a qualitative case study of English language teachers’ perceptions of curriculum change in a University in the State of Qatar. It aimed at understanding curriculum change from the old PPP (Presentation, Practice, Production) to TBLT (Task-Based Language Teaching) for beginner-level students from the teachers’ perspectives. The sample consisted of sixteen EFL teachers in the English Foundation Programme who had experienced teaching the old and new English language curricula. The study was perceived within the interpretive paradigm, and research methods were selected to suit the study of people’s perceptions and issues related to curriculum change to provide thick descriptions of the phenomenon and teachers’ lived realities. Data collection methods included a semi-structured questionnaire, individual and focus group interviews. Findings showed that despite TBLT being potentially helpful in advancing learners’ language competency in general, most participants expressed multiple reasons why it was not successful for the elementary level students in the context of this study. The internal factors contributing to the teachers’ negative attitudes included the low-proficiency level of their students, their background and old mindset, difficulties in shifting teachers’ roles, and problems with the tasks and assessments. External factors varied from the teachers’ feelings of alienation due to the top-down decision-making, lack of teacher training and support which reduced their roles to technical workers rather than able partners in the curriculum change process, and having no ownership in the change process. Teachers also felt they had no voice for fear of job- security and the frequent random changes. This study provides teachers’ views on how leaders can achieve better results when planning curriculum change by listening to teachers, involving them in the process and providing support and clear guidelines for them. The participants also provided recommendations, which they believed could effectively reduce issues that lead to flaws in the English language curriculum such as implementing assessments, repetitive change and making sure clear guidance and plans are shared with all teachers involved in the process.