Abstract
This qualitative study investigates the integration of task-based language teaching (TBLT) within literary classes at a private university in Bangladesh, examining perspectives from eight students and four English instructors. Through semi-structured interviews and classroom observations, the research explores TBLT practices and instructional strategies, focusing on its reception and effectiveness. Findings reveal a generally positive reception of TBLT, with participants acknowledging its structured format characterized by clear endpoints guiding students towards conclusive outcomes. However, concerns are raised regarding the potential diversion from critical aspects of literary study. Despite this, both educators and learners express optimism about TBLT, emphasizing its efficacy in facilitating language acquisition within the context of literary education. Importantly, the study underscores the necessity of instructors' comprehensive understanding of TBLT for successful integration within literary classes, highlighting the crucial link between pedagogical proficiency and effective classroom implementation. This research provides unique insights into TBLT dynamics within Bangladesh's tertiary-level literary education, emphasizing the transformative potential of teachers' expertise in enhancing the language learning experience and offering valuable implications for pedagogical practice.
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