Hiba Al Abri,
Department of English Language and Translation, College of Arts and Social Sciences, Sultan Qaboos University, Sultanate of Oman
The study investigates Omani English language teachers’ perceptions of the effectiveness of task-based language teaching (TBLT) in improving the writing skills of cycle two students between 11 and 16 years old. Employing a quantitative research methodology, the study uses an online questionnaire to collect data on perceptions from a sample of 52 Omani English language teachers from various regions of Oman, all of whom teach in public secondary schools. This sample encompasses 29 female and 23 male participants with varying years of teaching experience. The gathered data were analyzed using descriptive statistics, including frequencies and percentages. Findings generally indicate positive perspectives among Omani English language teachers towards common writing strategies, alongside significant obstacles observed among students in writing performance. In addition, the study reveals a favorable perception of TBLT among teachers for improving students’ writing skills. There is a strong belief among teachers regarding the effectiveness of implementing TBLT in writing classes to improve students’ writing skills in areas of acquiring new vocabulary, generating ideas, and using correct grammar. Despite the positive attitude of using TBLT, teachers encounter some implementation barriers, such as time constraints, a lack of training, and students’ insufficient linguistic knowledge.
Keywords: Task-Based Language Teaching (TBLT), Writing Skills, Teachers’ Perceptions, Public Secondary Schools, Oman
The above abstract is a part of the article which was accepted at The 11th International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2026, Ahwaz.
