Abstract
The concept of Task-based language teaching (TBLT) has been embraced as an orthodoxy in the field of second language acquisition (SLA). As teachers' perspectives of their roles in teaching activities can greatly inform their pedagogical decision-makings and exert a potential influence on the success of TBLT performance, it is therefore significant for EFL (English as a foreign language) teachers to gain a deep insight of the main principles and their roles of TBLT. This can help teachers truly reap the benefits of TBLT and maximize leaners' learning in a meaningful way.
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