ENHANCING SPEAKING SKILLS IN EFL LEARNERS THROUGH TASK-BASED LANGUAGE TEACHING: A CLASSROOM-BASED STUDY

Аннотация

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 theuseofTBLT as an effective methodology to enhance oral communication inEFL 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 aschool-based setting. 3.Methodology 3.1Participants The study involved 40 EFL learners aged 14–16from a publicsecondary school in Uzbekistan. Participants were randomly assigned to a control group (n=20) and an experimental group page533 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai (n=20). All students had intermediate-level proficiency based on their previous semester grades andastandardized language placement test. 3.2Procedure The intervention lasted four weeks, with each group receiving three 45-minute English lessons perweek. Control Group: Taught using a traditional grammar-translation approach. Lessons focused on sentence structure, grammar drills,andtextbook 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- phaseTBLT model: pre-task, taskcycle, andpost-taskreflection. 3.3Instruments 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. 3.4Data Analysis Scores were analyzed using paired sample t-tests to determine within-group improvement and independentsample t-tests to compare gains between groups. 4.Results Theexperimental group showed statistically significant improvements in fluency (p 0.05). The mean gain score for fluency in the experimental group was 2.1 points,compared to 0.6points in thecontrol group. Criterion Experimental Group Gain Control Group Gain Fluency +2.1 +0.6 Accuracy +0.9 +1.0 LexicalResource +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, thisdid 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. page534 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai 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 st