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Issue 15(50), Volume 1 | ISSN 3030-377X | 20.06.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING IN
ENHANCING SPEAKING SKILLS IN EFL CLASSROOMS
Sayfuddinova Shoxista Kamol qizi,
Fan va texnologiyalar universiteti
o‘
qituvchisi
Arabova Dinara
Fan va texnologiyalar universiteti Xorijiy til va adabiyoti y
o‘
nalishi 2-kurs talabasi
Annotation:
This paper explores the implementation of Task-Based Language
Teaching (TBLT) as a methodology in English as a Foreign Language (EFL)
contexts, particularly in improving speaking skills among university students. By
analyzing classroom-based research, this study demonstrates how real-life
communicative tasks can increase student engagement, confidence, and fluency. The
methodology section details the design and execution of a quasi-experimental study.
The results indicate that students taught using TBLT show significantly greater
improvement in spontaneous speaking compared to those taught using traditional
grammar-based approaches.
Keywords:
Task-Based Language Teaching, EFL, Speaking Skills,
Communicative Approach, Fluency, Language Acquisition.
Introduction
English language proficiency, particularly oral fluency, remains a central goal in
EFL education worldwide. Despite this, many students in non-English-speaking
countries continue to struggle with spontaneous communication due to traditional
methods emphasizing grammatical accuracy over functional use. Task-Based
Language Teaching (TBLT), grounded in communicative language teaching, focuses
on meaning and task completion rather than the explicit instruction of language
forms. According to Ellis (2003), tasks are "activities that require learners to use
language for a communicative purpose to achieve an outcome," making them ideal
for fostering speaking competence.
Literature Review
TBLT has gained increasing attention since the 1990s. Willis (1996) outlines a
three-stage framework for TBLT: pre-task, task cycle, and language focus. Each
stage allows learners to prepare, perform, and reflect on a communicative activity.
Studies by Nunan (2004) and Samuda and Bygate (2008) affirm that task-based
learning supports both fluency and accuracy, as learners negotiate meaning in real
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Issue 15(50), Volume 1 | ISSN 3030-377X | 20.06.2025
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contexts. However, critiques (Swan, 2005) suggest TBLT may overlook the structural
competence essential for advanced learners.
Methodology
Research Design
This study employed a quasi-experimental design with two groups: an
experimental group taught through TBLT and a control group taught via traditional
grammar-based instruction. Both groups were pre-tested and post-tested using a
standardized speaking rubric assessing fluency, coherence, vocabulary use, and
grammatical accuracy.
Participants
Forty first-year EFL university students in Uzbekistan participated, aged 18
–
21,
equally divided between the two groups. All had similar proficiency levels (B1)
based on the CEFR framework.
Procedure
Over eight weeks, the experimental group engaged in weekly communicative
tasks such as planning a trip, conducting interviews, and debating environmental
issues. Tasks were aligned with the syllabus but redesigned to emphasize interaction.
The control group followed the same thematic units but with teacher-led grammar
explanations and written exercises. Data were collected via audio-recorded speaking
tasks and analyzed using SPSS.
Results and Analysis
Results showed a marked improvement in the experimental group's fluency and
coherence scores. Students in the TBLT group increased their mean fluency score
from 2.5 to 4.1 (out of 5), while the control group improved from 2.4 to 2.9. Lexical
variety and confidence in the TBLT group were also notably higher. Interestingly,
both groups made comparable gains in grammatical accuracy, suggesting that TBLT
does not compromise structural development. Qualitative observations during class
revealed heightened enthusiasm among TBLT participants, with students frequently
using L2 outside class time. Student reflections noted they felt "more free to speak
without fear of making mistakes," echoing
Littlewood’s
(2007) view that tasks reduce
affective barriers.
Discussion
These findings align with prior research (Richards & Rodgers, 2014) affirming
that TBLT enhances speaking competence by promoting authentic communication.
By focusing on meaning and not merely on form, learners become active users rather
than passive recipients of language. However, the study also found that combining
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task work with targeted grammar feedback may yield optimal results, as pure task
input might not sufficiently support grammatical refinement.
Conclusion
Task-Based Language Teaching proves effective in enhancing speaking fluency
among EFL learners, especially when integrated thoughtfully with structural
reinforcement. This study contributes empirical support for the shift toward
communicative teaching methodologies in tertiary education and highlights the
importance of context-based, learner-centered instruction.
References:
Ellis, R. (2003).
“
Task-based language learning and teaching
”.
Oxford
University Press.
Littlewood, W. (2007
). Communicative and task-based language teaching in
East Asian classrooms.
“Language
Teaching”,
40(3), 243
–
249.
Nunan, D. (2004).
“Task
-based language
teaching”.
Cambridge University
Press.
Richards, J. C., & Rodgers, T. S. (2014).
“Approaches
and methods in language
teaching”
(3rd ed.). Cambridge University Press.
Samuda, V., & Bygate, M. (2008).
“Tasks
in second language
learning”.
Palgrave Macmillan.
Swan, M. (2005).
Legislation by hypothesis: The case of task-based instruction.
“Applied
Linguistics”,
26(3), 376
–
401.
Willis, J. (1996
).
“A
framework for task-based
learning”.
Longman.
