BELIEFS IN PRACTICE: AN EXPLORATORY CASE STUDY OF TEACHER PERCEPTIONS ON ACTIVITY BASED LANGUAGE TEACHING IN AN ESL CONTEXT

Abstract

This study addresses the critical belief-practice gap in implementing Activity-Based Language Teaching (ABLT), a student-centered approach pivotal for developing communicative competence in ESL education. The research aimed to, first, explore ESL teachers' beliefs, understandings, and perceived benefits of ABLT and, second, investigate the challenges and facilitating factors they face in translating these beliefs into classroom practice. An exploratory qualitative case study was employed, drawing on semi-structured interviews, classroom observations, and document analysis with six ESL teachers at a university level (IUB ELT department) adopting a communicative curriculum. Data were analyzed using thematic analysis. It is found that while teachers held unanimously positive beliefs about ABLT, valuing its capacity to enhance student engagement and foster deeper language acquisition, their understanding varied from a focus on genuine communication to form-focused exercises. A significant belief-practice gap was identified, primarily driven by overwhelming contextual constraints: time pressure, large classes, and, most profoundly, the "washback effect" of grammar-focused exams that forced teachers to prioritize test preparation. Collaborative planning was identified as a key facilitating factor. The study concludes that the ABLT implementation gap stems not from a lack of teacher belief but from systemic and contextual barriers. To bridge the gap found in current study, it is recommended to reform high-stakes assessment systems to align with ABLT, provide structural support through dedicated planning time, and transform professional development into collaborative, practice-focused learning communities. Future research should investigate the long-term impact of these systemic interventions.