DEVELOPING COMMUNICATIVE COMPETENCE IN ENGLISH THROUGH TASK-BASED LANGUAGE TEACHING (TBLT)
DOI:
https://doi.org/10.66345/stj.v4i4/1.5899Keywords:
task-based language teaching, communicative competence, speaking skills, interaction, higher education, willingness to communicateAbstract
Task-Based Language Teaching (TBLT) is widely recognized as an effective learnercentered approach that develops communicative competence through meaningful, real-world tasks. This study investigates the impact of TBLT on university students’ communicative competence in English, focusing on speaking fluency, interaction skills, and learners’ confidence. An experimentel research
design was employed with a control group receiving traditional instruction and an experimental group receiving task-based instruction over a defined instructional period. Data were collected through preand post-speaking assessments, observation checklists, and learner questionnaires. The results indicate that students instructed through TBLT demonstrated noticeable improvement in fluency, interactional strategies (turn-taking, clarification requests, and negotiation of meaning), and willingness to communicate. The study concludes that TBLT creates a supportive environment for authentic language use and recommends its systematic integration into higher education English courses.
Downloads
References
1. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
2. Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
3. Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
4. Willis, J. (1996). A framework for task-based learning. Longman.
5. Mukuka, C. K., & Chirwa, F. B. (2025). The Morality of Distributive Justice: A Christian Call for Government Support to Faith-Based Universities in Malawi and Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 9(10).
