ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-70
Часть–5_ июня –2025
372
2181-3187
TASK-BASED SPEAKING ACTIVITIES IN THE SECONDARY EFL
CLASSROOM
Anvarjonova Muxlisa,
Student, UzSWLU, Tashkent, Uzbekistan
Scientific advisor:
Annotatsiya:
Ushbu maqolada o‘rta maktabda ingliz tilini chet tili sifatida
o‘rgatish jarayonida topshiriqqa asoslangan og‘zaki faoliyatlarning roli va ahamiyati
yoritilgan. Maqolada bunday faoliyatlar o‘quvchilarni faollikka jalb qilishi, ularning
muloqotga kirishish qobiliyatini oshirishi va til ko‘nikmalarini rivojlantirishiga alohida
e’tibor qaratilgan.
Kalit so‘zlar:
topshiriqqa asoslangan o‘qitish, og‘zaki nutq, til kompetensiyasi,
muloqot, o‘quvchi faolligi
Abstract:
This article discusses the role and importance of task-based speaking
activities in the process of teaching English as a foreign language in secondary schools.
It focuses on how such activities engage students, enhance their communicative skills,
and contribute to the development of language competence.
Key
words:
task-based
teaching,
speaking,
language
competence,
communication, student engagement
After many methodological changes in foreign language teaching, the
communicative approach has become one of the most widely accepted methods in
modern classrooms. Among its practical realizations, task-based learning stands out as
one of the most effective ways to develop students’ speaking skills. Especially in
secondary schools, where students are still building the foundation of their language
abilities, providing interactive and meaningful speaking tasks can significantly
improve both their confidence and competence. Task-based learning implies that
students complete communicative tasks using language as a tool, not just an object of
study. These tasks are usually based on real-life scenarios that require learners to
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-70
Часть–5_ июня –2025
373
2181-3187
negotiate meaning, solve problems, exchange information or express opinions.
Through such tasks, students not only practice vocabulary and grammar, but also
develop
essential
communication
strategies
such
as
turn-taking.
One of the core advantages of task-based speaking activities is their capacity to
create a real need to use the target language. Unlike mechanical drills or textbook
dialogues, tasks require students to think, respond, and interact naturally, which makes
language learning more relevant and memorable. For example, an activity where
students plan a school event or conduct a survey among classmates creates a genuine
purpose for speaking. As students work together to complete the task, they are exposed
to new expressions and structures, correct each other, and learn from real-time
feedback. Moreover, such tasks help foster learner autonomy and motivation. When
students are given responsibility for managing a task, making decisions, and sharing
their ideas, they feel more involved in the learning process. This boosts their motivation
and encourages them to take risks in using the language. Many researchers have
observed that when learners are actively engaged in meaningful speaking activities,
they show greater improvement in both fluency and accuracy over time. However,
implementing task-based activities in the secondary classroom also presents some
challenges. For example, large class sizes and time constraints may limit the teacher’s
ability to monitor all students effectively. Additionally, some students may feel shy or
lack confidence to speak in front of others. In such cases, it is recommended that tasks
be carefully scaffolded. Teachers can begin with simpler pair-work activities before
progressing to more complex group tasks. Pre-teaching useful vocabulary, modeling
expected language, and providing clear instructions are also essential for successful.
Another critical factor is assessment. Since task-based speaking is focused on
communication rather than perfect grammar, evaluation should consider both the
outcome of the task and the communicative process. Teachers may use rubrics that
assess fluency, appropriacy, coherence, and interaction. Peer feedback and self-
assessment can also be incorporated to promote reflective learning and continuous
improvement. It is also worth noting that task-based speaking activities contribute to
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-70
Часть–5_ июня –2025
374
2181-3187
the development of 21st-century skills such as collaboration, creativity, and critical
thinking. In real life, language is rarely used in isolation—it serves as a medium to
accomplish social and professional tasks. By engaging students in realistic speaking
situations,
teachers
help
them
prepare
for
authentic
communication.
Task-based speaking activities offer a dynamic and learner-centered approach
to language teaching in secondary EFL classrooms. They not only provide
opportunities for meaningful language use but also encourage interaction, creativity,
and confidence in learners. When carefully planned and effectively implemented, such
tasks can significantly enhance students’ communicative competence and overall
language proficiency.
References
1.Bygate, M. Speaking. – Oxford: Oxford University Press, 1987. – 156 p.
2.Ellis, R. Task-based Language Learning and Teaching. – Oxford: Oxford University
Press, 2003. – 387 p.
3.Harmer, J. The Practice of English Language Teaching. – 5th ed. – Harlow: Pearson
Education, 2015. – 446 p.
4.Nunan, D. Task-Based Language Teaching. – Cambridge: Cambridge University
Press, 2004. – 217 p.
5.Richards, J. C. Communicative Language Teaching Today. – Cambridge: Cambridge
University Press, 2006. – 76 p.
6.Willis, J. A Framework for Task-Based Learning. – Harlow: Longman, 1996. – 192
p.
