Enhancing Language Proficiency through Task-Based Language Teaching: Evidence from EFL Classrooms
Keywords:
Task-Based Language Teaching, EFL, speaking fluency, learner autonomy, communicative competence, secondary education, language motivationAbstract
This article investigates the effectiveness of Task-Based Language
Teaching (TBLT) in developing communicative competence among English as a Foreign
Language (EFL) learners in secondary school settings. Drawing on established theoretical
frameworks and recent empirical classroom research, the study explores how TBLT
enhances learners’ speaking fluency, motivation, learner autonomy, and overall
communicative ability. Classroom observations, pre- and post-task speaking assessments,
and learner feedback were collected over a three-week instructional unit in Uzbekistan. The
findings reveal that well-structured, meaningful tasks significantly increase learner
engagement, authentic language use, and confidence. Despite contextual challenges such as
large classes and exam-driven environments, the study advocates for the integration of
TBLT cycles into curriculum design, providing practical strategies for teachers working in
resource-constrained settings. Future directions for research and pedagogical implications
are discussed.
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