Copyright (c) 2025 Synergía
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The research focuses on task-based language teaching strategies implemented for English learning; Its objective is to examine the knowledge and experience that teachers have about these strategies in the classroom. The methodology used is descriptive, because an element is being characterized, in addition, it is exploratory-descriptive, with a quantitative and cross-sectional route. Two public schools and a public university, located in Panama City, were chosen, where teachers were randomly and voluntarily offered the opportunity to participate in the survey, of which 15 people responded, so this study seeks to generate information and at no time generalize the data obtained. The participants were English teachers from different Panamanian educational levels, primary, pre-middle, middle and higher. The instrument used was the survey, consisting of 14 questions, multiple choice and Likert scale. The results show that more than 80% of teachers have knowledge about task-based language teaching strategies, and that they are also interested in learning about this method because they recognize the importance and impact that this form of teaching has on the acquisition of a foreign language. Likewise, the professors emphasize the need to receive training to consolidate, promote and reaffirm knowledge on this topic, a context that is important, due to the primary role that teachers have in the success or failure of this methodology.
