The aim of the paper was to investigate teachers’ attitudes and understanding of Task-based language teaching (TBLT) at the Faculty of Languages, Cultues and Communications. In addition to this, the study aimed to identify positive effects that TBLT have in the classroom and also the reasons why teachers decide to implement this approach in their instruction. As a subcategory of communicative language teaching TBLT became a very important are of research since the last decade, 20th century and it is used in all levels of education. Neverthless, the reasearch in Macedonia in this field is very poor due to previous education where teachers used old teaching methodologies.
In this paper we attempt to identify some main issues related to teachers’ attitudes and understading of TBLT and also the implementation of some principles of TBLT. The study participants are twenty teachers who teach languages at SEEU and have different teaching experiences. The main instrument used was the questionnaire which was partly adapted and modified from Nunan's (2004), a checklist for evaluating communicative tasks, and a teacher interview.
The results obtained from the study instruments showed that participants have a high level of understanding of TBLT principles and they expressed positive views towards its' implementation in the classroom. Finally, the implications of the study may affect teacher practice and also curriculum design at SEEU.
Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5).
Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process.
The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system.
The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.