INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 533
ENHANCING SPEAKING SKILLS IN EFL LEARNERS THROUGH TASK-BASED
LANGUAGE TEACHING: A CLASSROOM-BASED STUDY
G’anixo’jayeva Arofat Muxtor kizi
Teacher of the Department of teaching methodology of English language №2 of the
Uzbekistan State University of world languages
Abstract:
This study investigates the impact of Task-Based Language Teaching (TBLT) on the
development of speaking skills in English as a Foreign Language (EFL) learners at the
secondary school level. TBLT emphasizes meaningful communication through real-life tasks
rather than isolated language exercises. A four-week intervention was conducted with 40 EFL
students divided into control and experimental groups. The experimental group received
instruction through TBLT activities, while the control group followed traditional grammar-
based instruction. Pre- and post-tests assessed speaking performance, focusing on fluency,
accuracy, and lexical resource. The results revealed that the experimental group showed
significantly greater improvement in speaking fluency and vocabulary use. The study supports
the use of TBLT as an effective methodology to enhance oral communication in EFL settings.
1. Introduction
Oral communication remains one of the most challenging aspects of English language learning,
particularly for students in non-English speaking countries. Traditional teaching methods often
emphasize grammar rules and written exercises, which may limit opportunities for authentic
speaking practice. In response,
Task-Based Language Teaching (TBLT)
has emerged as a
learner-centered approach that promotes language use through purposeful tasks. This study
explores the effectiveness of TBLT in improving the speaking abilities of secondary school
EFL learners.
2. Literature Review
TBLT is grounded in
communicative language teaching (CLT)
principles and focuses on
completing meaningful tasks rather than memorizing linguistic forms (Ellis, 2003). According
to Willis (1996), tasks can simulate real-world scenarios, encouraging learners to use language
naturally. Previous studies have demonstrated the benefits of TBLT for speaking development,
but its classroom application in EFL contexts remains under-explored, especially at the
secondary level (Nunan, 2004; Carless, 2007). This study seeks to fill that gap by providing
empirical evidence from a school-based setting.
3. Methodology
3.1 Participants
The study involved
40 EFL learners
aged 14–16 from a public secondary school in Uzbekistan.
Participants were randomly assigned to a
control group (n=20)
and an
experimental group
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 534
(n=20)
. All students had intermediate-level proficiency based on their previous semester grades
and a standardized language placement test.
3.2 Procedure
The intervention lasted
four weeks
, with each group receiving three 45-minute English lessons
per week.
Control Group:
Taught using a traditional grammar-translation approach. Lessons focused on
sentence structure, grammar drills, and textbook exercises.
Experimental Group:
Taught using TBLT. Lessons involved real-life tasks such as planning a
trip, conducting an interview, or solving a problem in groups. Each lesson followed a three-
phase TBLT model:
pre-task, task cycle, and post-task reflection
.
3.3 Instruments
Students’ speaking performance was assessed through
individual oral presentations
conducted before and after the intervention. Presentations were evaluated using a rubric
measuring
fluency, grammatical accuracy, and lexical resource
, based on CEFR B1
descriptors.
3.4 Data Analysis
Scores were analyzed using
paired sample t-tests
to determine within-group improvement and
independent sample t-tests
to compare gains between groups.
4. Results
The experimental group showed statistically significant improvements in
fluency
(p < 0.01) and
lexical resource
(p < 0.05), while the control group showed only marginal improvement in
accuracy
(p > 0.05). The
mean gain score
for fluency in the experimental group was
2.1
points
, compared to
0.6 points
in the control group.
Criterion
Experimental Group Gain
Control Group Gain
Fluency
+2.1
+0.6
Accuracy
+0.9
+1.0
Lexical Resource
+1.8
+0.7
5. Discussion
The findings suggest that TBLT is
more effective than traditional methods
in developing
speaking skills among secondary EFL learners. While the control group improved slightly in
grammatical accuracy, this did not translate into greater communicative competence. In contrast,
the TBLT group engaged in
authentic language use
, which contributed to noticeable gains in
fluency and vocabulary usage. These results align with earlier research by Skehan (1998) and
Foster (2001), who emphasized the role of communicative tasks in second language
development.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 535
The limited improvement in grammatical accuracy among the TBLT group may indicate a need
for
integrating form-focused instruction
within communicative tasks, as suggested by Long
(1991). Future studies could explore hybrid models combining TBLT with explicit grammar
teaching.
6. Conclusion
This classroom-based study demonstrates the potential of
Task-Based Language Teaching
to
improve speaking skills in EFL secondary school learners. By focusing on meaningful
interaction and real-world communication, TBLT enhances learners’ confidence, fluency, and
vocabulary. English teachers are encouraged to adopt task-based strategies, supported by
adequate training and curriculum planning. A balanced approach incorporating both
communication and structural awareness may offer the most effective pathway for language
acquisition.
References:
1. Carless, D. (2007).
The suitability of task-based approaches for secondary schools:
Perspectives from Hong Kong
. System, 35(4), 595–608.
2. Ellis, R. (2003).
Task-based Language Learning and Teaching
. Oxford University Press.
3. Foster, P. (2001).
Rules and routines: A consideration of their role in the task-based
language production of native and non-native speakers
. In Bygate et al. (Eds.),
Researching Pedagogic Tasks.
4. Long, M. H. (1991).
Focus on form: A design feature in language teaching methodology
.
In de Bot et al. (Eds.), Foreign Language Research in Cross-Cultural Perspective.
5. Nunan, D. (2004).
Task-Based Language Teaching
. Cambridge University Press.
6. Skehan, P. (1998).
A Cognitive Approach to Language Learning
. Oxford University Press.
7. Willis, J. (1996).
A Framework for Task-Based Learning
. Longman.
