TASK-BASED LANGUAGE TEACHING IN EFL CONTEXTS: OPPORTUNITIES AND LIMITATIONS

Аннотация

Task-Based Language Teaching (TBLT) has become a widely endorsed instructional approach in English as a Foreign Language (EFL) classrooms, focusing on real-world communicative tasks rather than isolated linguistic forms. This paper explores the pedagogical foundations of TBLT, its implementation strategies, and the learning outcomes it generates. Drawing on recent empirical studies and case reports, it also identifies limitations such as curricular constraints, teacher readiness, and assessment challenges. The discussion underscores the need for ongoing teacher training and contextual adaptations to make TBLT effective and sustainablein diverse educational settings. Keywords: TBLT, task-based learning, EFL pedagogy, communicative competence, language acquisition,classroom practice, learner-centered instruction 1. Introduction The evolving needs of global learners and the inadequacy of traditional grammar-focused methods have led to a shift in foreign language pedagogy. Task-Based Language Teaching (TBLT), grounded in communicative principles, promotes learning through meaningful engagement with language. This article examines how TBLT operates in EFL settings andanalyzes itspotential and limitationsthrough practical illustrations. Traditional language education often emphasized rote memorization and rule-based grammar instruction. However, such methods rarely equipped learners with the ability to use language in authentic situations. As the emphasis in education has shifted toward communicative competence, fluency, and interaction, TBLT has emerged as an effective model that responds to these priorities. It promotes a dynamic classroom environment where learners interact, negotiatemeaning, and develop linguisticand strategic competence simultaneously. 2. Theoretical Background of TBLT TBLT is rooted in the communicative approach and the cognitive-interactionist view of second language acquisition (Skehan, 1996; Ellis, 2003). It proposes that language is best learned when learners are actively involved in completing tasks that resemble real-life communication. A "task" in this framework is a goal-oriented activity thatrequires the useoftarget language for achieving an outcome (Nunan, 2004). The rationale behind TBLT is also supported by sociocultural theory, particularly Vygotsky’s notion of the Zone of Proximal Development (ZPD). Collaborative tasks allow learners to function at a higher level than they would independently. Language emerges through interaction and scaffolding, providing cognitive engagement and social support. TBLT thus facilitates both linguisticinput and output, makingit abalanced approach toacquisition. 3. TBLT in Practice: Key Features and Examples TBLT implementation usually follows a three-phase model: pre-task, task cycle, and post-task (Willis & Willis, 2007). In the pre-task stage, learners are introduced to the topic and vocabulary. The task cycle includes performing the task in pairs or groups, followed by planning and presenting their outcomes. In the post-task phase, language forms and strategies are reviewed. page1751 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Classroom Example: In a high school in Uzbekistan, students were tasked with preparing a travel itinerary for a visiting tourist. They conducted online research, made group decisions, wrote descriptions of landmarks, and presented their trip plan to the class. Throughout the activity, learners used English to negotiate, compare opinions, and deliver information, thereby integrating all languageskills. Another example comes from a college in South Korea where students created a promotional video for a local business. The project required research, script writing, filming, and post- production — all conducted in English. Not only did the learners practice relevant vocabulary andgrammatical structures, but they also engaged incritical thinkingand digital storytelling. 4.Benefits ofTBLTinEFL Settings 4.1 Enhanced Communicative Competence: TBLT shifts focus from grammar accuracy to fluency and meaning, allowing learners to develop pragmatic competence. Through negotiation of meaning and interaction, learners gain confidence in using English spontaneously (Ellis, 2009). The functional nature of tasks — such as solving a problem, planning a trip, or debating anissue— equips students with skills directly transferable to real-world communication. In multilingual contexts like Singapore or the UAE, TBLT has shown success in encouraging learners to use English as a lingua franca. Role-play scenarios, simulations, and structured interviews help learners practice turn-taking, clarification,and discourse management. 4.2 Learner Motivation and Engagement: Tasks often involve real-world scenarios and collaborative learning, which increase motivation. Learners enjoy creating presenta