Grammar Instruction through Task-Based Language Teaching: Pakistani EFL Teachers’ Cognitions and Practices

Abstract

The research and implementation of Task-Based Language Teaching (TBLT) in Pakistan remain relatively unexplored, with the approach neither explicitly favoured nor rejected by language teachers and institutions. To gain insights into teachers’ beliefs, knowledge, and pedagogical practices regarding TBLT, this study investigates the cognitions and practices of English language teachers in grammar instruction through TBLT at the undergraduate level in Pakistani universities. A qualitative research approach was adopted, involving 20 English language teachers from five public and private universities in Lahore, Pakistan. Data were collected through classroom observations, interviews, and stimulus recall discussions. The results indicate that while most teachers claimed familiarity with TBLT—primarily based on conceptual understanding rather than formal training—a smaller subset of teachers (n=6) with English literature background exhibited limited comprehension of the approach. Despite this, the majority expressed support for integrating TBLT into Pakistani English language classrooms, albeit with an awareness of contextual challenges. Many participants perceived TBLT as a meaning-focused approach, potentially unsuitable for explicit grammar instruction. Moreover, a significant discrepancy was noted between teachers’ stated beliefs and their observed classroom practices, with only two teachers demonstrating partial implementation of TBLT. The findings highlight a prevailing ambiguity among teachers regarding TBLT. Based on these insights, the study recommends comprehensive teacher training to facilitate the effective integration of TBLT in Pakistan.