Abstract
The purpose of this study was to determine the significant domains of task-based language teaching (TBLT) strategies that best predict students' learning outcomes and to explore how these findings are reflected in teachers' experiences. Explanatory sequential mixed methods were employed to collect data from 300 non-English major teachers who handle English subjects in the Department of Education, Senior High School, in Region XII. Regression analysis was used to determine which domains significantly predict students' learning outcomes, revealing that time limitations for teachers and the feasibility of TBLT resources were significant predictors of students' learning outcomes. Moreover, through in-depth interviews and focus group discussions with 17 participants drawn from the quantitative sample, qualitative data were integrated with the statistical results of the study. Furthermore, the participants confirmed the influence of time constraints and resource feasibility on the practical application of TBLT in the classroom. With the confirmation, it can be stated that there is considerable evidence to suggest that institutional support, in terms of time and instructional resources, plays a vital role in influencing students' learning outcomes. Additionally, a thematic analysis of the qualitative data revealed essential themes that generally affirmed the predictive domains and provided contextual insights into classroom practices. Finally, the nature of data integration was revealed to be connecting, merging, and confirming.
