European International Journal of Pedagogics
179
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
179-181
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Importance of TBL
(Task-Based Learning)
Method to Develop
Students’ Russian
Language Competence
Oromiddinova Dildora
Lecturer, Termez state pedagogical institute, Uzbekistan
Abstract:
Language teaching methodologies have
evolved
significantly
over
the
past
century,
reflectingchanges in educational theories, linguistic
research, and sociocultural contexts. Early methods
such as the grammar-translation method focused on
rote memorization of vocabulary and rules, with an
emphasis on reading and writing over speaking and
listening. As language education developed, approaches
like the Direct Method and Audio-Lingual Method
emerged, which prioritized oral proficiency through
repetition and drill-based practices.
Keywords:
Task-based learning (TBL), project-based
learning (PBL), grammar translation.
Introduction:
Task-based learning (TBL) is a
communicative approach to language teaching. Similar
to project-based learning (PBL), it allows students
natural opportunities to practice their language skills.
In this post, I’ll look more closely at what TBL is and how
to use this approach in class.
In the Russian context, language instruction has
historically been dominated by the grammar translation
method, which aligns with the country’s educational
traditions that emphasize rigorous academic standards
and deep analytical skills. This method focuses on
translating texts between Russian and the target
language, fostering a strong understanding of
grammatical structures and vocabulary. However, this
approach often results in limited oral communication
skills among learners.
What is task-based learning?
Essentially, TBL involves giving students a task to
European International Journal of Pedagogics
180
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
complete and supporting them with their English
throughout. The task can be pretty much anything as
long as it necessitates communication and has a clear
goal.
For example:
•
creating a poster
•
comparing two pictures
•
producing a video
•
writing a newsletter or blog
•
finding a solution to a problem
•
performing a play
TBL can also be referred to as:
•
TBLT: task-based language teaching
•
TBI: task-based instruction
What are the benefits of using a task-based learning
approach?
There are many benefits to using TBL in the classroom.
Here are a few:
1. Life skills
Task-based learning supports the acquisition of life
skills such as critical thinking, digital literacy,
communication, teamwork, and creativity. These 21st-
century skills are highly sought after by employers and
will help learners succeed.
2. Real-life tasks
TBL gives students the chance to develop their life skills
by providing real-world tasks. What better way to let
students apply their learning than to give them a work-
or life-related scenario or activity. For example, they
could create a detailed itinerary for an upcoming trip
or plan their own TV show.
3. Student-centered
Task-based learning is a learner-centered approach
that allows lessons to be designed especially for
student needs or interests. If learners are particularly
interested in Harry Potter, you could have them create
a mythical creature, design a magical classroom, or
solve the problem of a broken broomstick.
4. Communicative
As TBL requires learners to collaborate on a task, it is
naturally communicative. As students work together,
they’ll be
using their language skills to share ideas,
negotiate, make plans, and give opinions. As they do
this, certain language features will emerge naturally,
which you can note down and discuss later.
What are the stages of a TBL lesson?
As with all teaching methodologies, TBL can be used
and adapted depending on teaching context and
learner needs. It has a few distinct stages, but you don’t
need to be strict in following them.
1. Pre-task
As with most lesson introductions, this is a chance to
introduce the topic, brainstorm ideas, and give
instructions. It can also be helpful to pre-teach any
useful vocabulary and let students ask any questions
that they might have. You could also give them an
example of a completed task or some ideas for
inspiration.
2. Task
This is the part where students actually do the task. As
tasks can be complex, there are three stages to this:
•
Task
•
Planning
•
Reporting
The Task stage is when students work together in pairs
or small groups. The teacher can monitor and take notes
of examples of interesting communication. There is no
need to correct students’ language at this point as the
purpose is fluency, confidence building, and task
completion.
The Planning stage is when students get ready to tell
others about their task. Students make notes of what
they’d like to share (e.g., their findings, how they did the
task, how they solved any problems that arose, etc.) and
decide how they will present the information. They may
wish to allocate speakers or scribes. At this stage, the
teacher can be available to give advice on language or
reporting skills.
The Reporting stage is when students present their work
to the class. This could be through a presentation, a
poster, a video, a report, or any other communicative
method. Students can then give each other feedback,
discuss each other's tasks, ask questions, and perhaps
even vote for the best piece of work. The teacher can
facilitate these discussions, provide language advice,
and give feedback.
3. Language focus
The final stage of the lesson is an analysis and practice
of the language. The teacher can share some interesting
examples of emergent language that the students used
throughout the lesson. Students can also make
suggestions for other useful language. They can then
add these words and phrases to their notebooks and
practice them.
Here are some Ellii sections and lessons that you may
want to use to try out TBL:
Group Projects: These are similar to task-based learning,
though generally carried out over a series of class
European International Journal of Pedagogics
181
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
sessions.
Nelson Mandela Poster - Part 1 and Nelson Mandela
Poster - Part 2: Show students these posters as
inspiration and then ask them to create their own.
They could choose another person to feature in the
poster or give them a theme to focus on (e.g., One day
our planet will…).
Current Events: Show students one of these videos (or
ask them to choose one). Their task could then be to
re-write the voiceover with a different new story, role-
play the events, write a news article, or interview
someone.
REFERENCES
Kamilova, Saodat, and Berdieva Shakhnoza. "The
Paradigm Of Contemporary Russian Literary Process."
Solid State Technology 63.6 (2020): 22274-22286.
Sh, Berdieva. "SOLVING PROBLEMS RELATED TO THE
TRANSLATION OF TEXTS WITH A HISTORICAL FOCUS."
Экономика и социум 7 (110) (2023): 86
-89.
Berdieva, Shakhnoza. "ДОКУМЕНТАЛЬНАЯ ПРОЗА:
ОТРАЖЕНИЕ РЕАЛЬНОСТИ ЧЕРЕЗ ПЕРО ПИСАТЕЛЯ."
Journal of universal science research 2.5 (2024): 91-95.
Nabidzhanovna, Berdieva Shakhnoza. "Theoretical
basis for the formation of communication skills in
preschool children through role-playing games."
European International Journal of Multidisciplinary
Research and Management Studies 5.01 (2025): 35-38.
Nabidzhanovna, Berdieva Shakhnoza. "Theoretical
basis for the formation of communication skills in
preschool children through role-playing games."
European International Journal of Multidisciplinary
Research and Management Studies 5.01 (2025): 35-38.
Kizi, Alaudinova Dilnoza Rustam. "Lexical errors and
shortcomings in the translation process." European
International Journal of Multidisciplinary Research and
Management Studies 3.10 (2023): 275-280.
Alaudinova, Dilnoza. "Theoretical approach of oral
communication competency." Society and innovations
3.3 (2022).
ALAUDINOVA, Dilnoza. "FRAZEOLOGIK BIRIKMALAR VA
ULARNI TARJIMA QILISH USULLARI." XALQ TA’LIMI 57.
Alaudinova, D. R. "Pedagogical Practice-Test Results
Assessment Criteria, Quantity And Quality Multiplier
Analysis." Экономика и социум 8 (99) (2022): 7
-10.
Rustamovna, Alaudinova Dilnoza. "Technology Of
Teaching Languages." JournalNX (2020): 180-183.
