EXPLORING KURDISH EFL TEACHERS’ PERSPECTIVES ON TEACHING RELATIVE CLAUSES THROUGH TASK-BASED LANGUAGE TEACHING
DOI:
https://doi.org/10.26436/hjuoz.2026.14.1.1571Keywords:
UoD, Kurdish EFL teachers, , the TBLT approach, English relative clausesAbstract
Few studies have investigated teachers’ views on the use of the Task-Based Language Teaching (TBLT) approach in teaching grammar structures. However, no study has specifically examined the use of this approach in the University of Duhok context. Thus, this study addresses the gap by exploring English as a Foreign Language (EFL) teachers’ perceptions of instruction and evaluating its effective use in teaching relative clauses. Therefore, 30 EFL teachers who teach English grammar from various colleges of the University of Duhok participated in the study by completing a closed-and open-ended questionnaire to provide their opinions on the use of TBLT in teaching relative clauses. A mixed-method approach was used with quantitative and qualitative data collected via questionnaires. The findings indicate that English EFL grammar teachers at the University of Duhok generally hold positive attitudes towards the use of TBLT in teaching English relative clauses and demonstrate familiarity with its principles. However, they also identify key challenges in task design and offer insightful recommendations for its development.
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