ENHANCING SPEAKING SKILLS THROUGH TASK-BASED LEARNING IN UZBEK EFL CLASSROOMS

Аннотация

This study explores the effectiveness of Task-Based Language Teaching (TBLT) in improving speaking skills among Uzbek university EFL students. A quasi-experimental design was implemented, comparing a TBLT-based instruction group to a traditional grammar-based group over 8 weeks. Quantitative results demonstrated significant gains in speaking proficiency in the TBLT group, supported by qualitative data indicating enhanced learner motivation and reduced anxiety. The study recommends wider adoption of TBLT in EFL curricula to foster communicativecompetence. Keywords:Task-Based Learning, Speaking Skills, EFL, Uzbekistan, Language Pedagogy Annotatsiya: Ushbu tadqiqot O‘zbekiston oliy ta’lim muassasalaridagi ingliz tili (EFL) talabalari og‘zaki nutq ko‘nikmalarini rivojlantirishda topshiriqqa asoslangan o‘qitish (TBLT) metodining samaradorligini o‘rganadi. 8 haftalik eksperiment davomida an’anaviy grammatika asosidagi yondashuv bilan TBLT asosidagi ta’lim natijalari taqqoslandi. Natijalar TBLT guruhida og‘zaki nutq darajasida sezilarli ijobiy o‘sishni ko‘rsatdi. So‘rovnomalar va kuzatuvlar o‘quvchilarda motivatsiya oshgani va qo‘rquv kamayganini tasdiqladi. Tadqiqot EFL kurslarida kommunikativ yondashuvni kuchaytirish maqsadida TBLT metodini keng qo‘llashnitavsiya etadi. Kalit so‘zlar: Topshiriqqa asoslangan o‘qitish, og‘zaki nutq, chet tili sifatida ingliz tili, O‘zbekiston,til o‘qitishmetodikasi Аннотация: Данное исследование направлено на изучение эффективности обучения, основанного на выполнении заданий (Task-Based Language Teaching — TBLT), в развитии разговорных навыков у студентов вузов Узбекистана, изучающих английский язык как иностранный. В течение 8 недель проводился квазиэксперимент, в ходе которого сравнивались результаты традиционного и TBLT-подходов. Количественные данныепоказализначительноеулучшениеразговорнойречи вэкспериментальнойгруппе, а качественные данные подтвердили рост мотивации и снижение тревожности. Рекомендуется внедрение TBLT в учебные программы по английскому языку для повышениякоммуникативнойкомпетенции. Ключевые слова: обучение на основе заданий, разговорные навыки, английский как иностранный,Узбекистан,методикапреподавания языка I.INTRODUCTION page384 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai In Uzbekistan, English as a Foreign Language (EFL) instruction often centers around grammar rules, vocabulary memorization, and translation activities, with a predominant reliance on traditional methods such as the Grammar-Translation Method (GTM) and the Presentation, Practice, Production (PPP) model. While these methods may aid in form-focused knowledge, they often fail to promote communicative competence—one of the core objectives of modern language learning. Consequently, many students in Uzbek higher education institutions can demonstrate strong passive knowledge of grammar but struggle to communicate fluently orspontaneously inreal-lifesituations. In recent years, there has been increasing recognition among language educators and policymakers in Uzbekistan of the need to shift toward more communicative, learner-centered approaches. This shift aligns with global pedagogical reforms that advocate for the integration of authentic communication tasks in the classroom. One such approach gaining international and regional traction is Task-Based Language Teaching (TBLT), which prioritizes meaningful interaction and the completion of real-life tasks over isolated language drills. Unlike PPP, which typically moves from controlled to freer practice, TBLT begins with a task that simulates authenticuseand then supports language development in context. TBLT is underpinned by theoretical foundations in cognitive and sociocultural learning theories. According to Ellis (2003), tasks in TBLT serve as both input and output-driven mechanisms that naturally engage learners in language processing. Tasks such as interviews, role plays, and problem-solving activities encourage learners to negotiate meaning, formulate output, and reflect on language use—thus supporting both fluency and accuracy over time. This pedagogy is particularly relevant in EFL contexts like Uzbekistan, where students have limited opportunitiesfor authentic English interactionoutsidethe classroom. Despite its proven benefits in international contexts, research on the implementation of TBLT in Uzbekistan remains limited. There is a noticeable gap in empirical studies exploring its effectiveness in developing specific skills, particularly speaking, which is often cited as the most challenging and anxiety-inducing skill among Uzbek EFL learners. Existing instructional models typically focus on written accuracy and examination preparation, neglecting the spontaneous and interactivenature oforal communication. Therefore, this study aims to evaluate the impact of Task-Based Language Teac