الملخص الإنجليزي
This study investigated teachers' perceptions and implementation of task-based instruction soliciting the reasons teachers choose or avoid using TBI in teaching. A questionnaire was used to gather data from 186 participants who teach grade ten in Sharqyia South Governorate. Validation of the instrument was obtained by a panel of experts and the reliability was examined by using Cronbach Alpha as a good index of consistency, indicating (0.71(
The results reveal a high level of understanding among the majority of the respondents about the linguistic characteristics of a task in TBI, emphasizing positive attitudes towards implementing TBI in teaching practices in reaction to the power of TBI for promoting learners' achievement, improving learners' interactional skills, providing more opportunities for language production, creating a collaborative learning environment, and encouraging different groupings.
A few of the respondents showed both negative attitudes and a lack of implementation of the TBI in their teaching.
Based on the main findings of the study, recommendations and suggestions for further research were made
