TASK-BASED LANGUAGE TEACHING IN EFL CONTEXTS: ITS EFFECT ON STUDENTS’ COMMUNICATIVE COMPETENCE
DOI:
https://doi.org/10.47178/nq1t3214Keywords:
task-based learning, communicative competence, EFL, language teaching, secondary educationAbstract
This study investigates the effect of Task-Based Language Teaching (TBLT) on students’ communicative competence in English as a Foreign Language (EFL) contexts. The research aims to examine how task-based instruction influences students’ ability to use English effectively in real-life communication. A quasi-experimental design was employed involving students from a senior high school. Data were collected through speaking tests, classroom observations, and questionnaires. The results indicate that students exposed to TBLT showed significant improvement in fluency, interaction, and confidence compared to those taught using traditional methods. Task-based activities such as role-playing, problem-solving, and group discussions provided meaningful opportunities for language use. However, challenges such as limited vocabulary, time constraints, and varying proficiency levels were identified. The study concludes that TBLT is an effective approach to enhance communicative competence in EFL classrooms. It suggests that teachers should integrate meaningful tasks into instruction to promote active learning and communication skills development. The findings contribute to EFL pedagogy by providing practical insights into implementing TBLT in secondary education.
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