INTEGRATING SPEAKING AND LISTENING SKILLS THROUGH TASK-BASED ACTIVITIES IN EFL CLASSROOMS

Аннотация

This article investigates the integration of speaking and listening skills through task-based activities in EFL classrooms, with a particular focus on the context of Uzbekistan. The study highlights how interactive tasks—such as role-plays, problem-solving exercises, and information-gap activities—promote real-time communication and enhance learners’ fluency, comprehension, and confidence. The research draws on classroom-based practices and aligns with contemporary language teaching methodologies that emphasize communicative competence. The paper also discusses the pedagogical implications of applying task-based learning within Uzbekistan’s multilingual and exam-oriented education system. Key words: Task-Based Learning, Speaking Skills, Listening Skills, EFL Classrooms, Language Integration, Communicative Competence, Uzbekistan, Interactive Tasks Introduction: In the contemporary landscape of English as a Foreign Language (EFL) instruction, the integration of speaking and listening skills has emerged as a pivotal component in cultivating communicative competence among learners. These two skills are intrinsically linked, forming the bedrock of effective oral communication. However, traditional pedagogical approaches in Uzbekistan have often treated them as discrete entities, leading to fragmented language acquisition and limited real-world applicability. A closer examination reveals regional disparities in proficiency levels. For instance, cities like Andijan and Tashkent recorded higher scores, while regions such as Jizzakh and Khorezm lagged behind . Furthermore, while individuals aged 21–25 showed improvement, the 18–20 Выпуск журнала №-27 Часть–1_Июнь –2025 393 MODERN EDUCATION AND DEVELOPMENT age group experienced a decline, an unusual trend given the younger cohort’s traditional advantage in language acquisition . These statistics highlight the pressing need for innovative teaching methodologies that address the shortcomings of conventional approaches. Task- Based Language Teaching (TBLT) offers a promising alternative by emphasizing real-life communication tasks that naturally integrate speaking and listening skills. This learner-centered approach aligns with global pedagogical trends and has the potential to bridge the proficiency gap observed in Uzbekistan. The objective of this study is to explore the efficacy of TBLT in integrating speaking and listening skills within EFL classrooms in Uzbekistan. By analyzing both theoretical frameworks and empirical data, this research aims to provide actionable insights for educators and policymakers striving to enhance English language education in the country. Literature Analysis: The integration of speaking and listening skills through Task-Based Language Teaching (TBLT) has garnered significant attention in the field of English as a Foreign Language (EFL) education. TBLT emphasizes the use of authentic language tasks to promote meaningful communication, thereby enhancing learners’ fluency and comprehension. In the context of Uzbekistan, several studies have explored the efficacy of TBLT in EFL classrooms. For instance, Khujakulov et al. (2024) conducted a study involving 111 undergraduate students from the University of Economics and Pedagogy. The research revealed that 87% of the students taught using TBLT achieved an upper-intermediate B2 level in English proficiency, compared to lower percentages in control groups taught through traditional methods . Similarly, Abdurasulova (2023) investigated the impact of role-play techniques on EFL students’ speaking skills. The study involved 40 students and demonstrated that the experimental group, which engaged in role-play activities, showed significant improvement in speaking proficiency compared to the control group. Furthermore, Mukhammadjonova (2023) examined the effectiveness of role- plays as a TBLT method in enhancing speaking skills among intermediate-level EFL Выпуск журнала №-27 Часть–1_Июнь –2025 394 MODERN EDUCATION AND DEVELOPMENT students at Uzbekistan State World Languages University. The findings indicated that role-plays significantly improved students’ fluency, accuracy, and confidence in spoken English. These studies collectively underscore the positive impact of TBLT on integrating speaking and listening skills in EFL classrooms within Uzbekistan. The evidence suggests that TBLT not only enhances language proficiency but also boosts learner confidence and motivation. Methodology: This study employed a quasi-experimental mixed-methods design, combining both quantitative and qualitative data to examine the effectiveness of task-based activities in integrating speaking and listening skills in EFL classrooms. The methodology was structured to allow for both the measurement of language proficiency gains and the exploration of learners’ perceptions and classroom engagement. Participants: The participants consisted of 80 EFL learners aged between 14 and 16, studying in two urban secondary schools in T