Teachers’ Perceptions on Corrective Feedback in Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) Contexts in Bangladesh

Abstract

The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, English for Academic Purposes, a contextualized TBLT module prepared jointly by British Council and University Grant Commission Bangladesh, was piloted in English for Specific Purposes (ESP) courses in private universities in Bangladesh. This study explores TBLT and CLIL teachers' perceptions regarding feedback and how the success of TBLT and CLIL relates to providing feedback to the students of a large English class at the tertiary level. A mixed-method research design was adopted, including a questionnaire(n=50) and Focus Group Discussions (FGDs) (n=10) as research instruments among the English teachers at different universities. The results indicated that the classroom teachers as research participants were positive about providing corrective feedback to learners’ tasks in TBLT and CLIL classes. The participating teachers suggest some feasible and plausible ways and strategies to provide effective feedback to the students of a large English class.