The Alignment of Beliefs on TBLT and Student Motivation: A Case Study in a Private High School in Dubai

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The British University in Dubai (BUiD)
This case study takes a mixed methods approach to examine the alignment of beliefs on Task-Based Language Teaching (TBLT) in light of student motivation. This study is situated at a private school in Dubai and it focuses on the high school section. The data collection was done through data source triangulation and method triangulation, as it uses a questionnaire to obtain students’ opinions and interviews to gather the opinions of teachers and senior leaders. The overall number of participants is 46, consisting of 40 high school students from ninth to twelfth grade, 4 teachers and 2 senior leaders. The qualitative data was analysed through inductive coding, whereas the responses to the questionnaire were obtained through quantitative analyses. The data findings represent discrepancies in opinions, not only between the students and educators, but also within the educational staff and leaders. It also brought forward the lack of knowledge that principals generally have on TBLT and their indifference towards the internal motivation of learners. This study concludes with evidence that students’ and educators’ beliefs are, in fact, skewed. Finally, specific limitations of this study are outlined and implications for future research are brought forward.
motivation, Task-Based Language Teaching (TBLT), triangulation, United Arab Emirates (UAE)