Keywords
Abstract
Task-Based Language Teaching (TBLT) has emerged as a transformative approach in English language pedagogy, shifting the focus from traditional grammar-driven instruction to the meaningful use of language through real-world tasks. This article explores the theoretical foundations, methodological framework, and practical applications of TBLT within the English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms.
Drawing from communicative language teaching principles and cognitive learning theory, TBLT positions language as a tool for problem-solving and authentic interaction rather than as an isolated academic subject. The study highlights how task-based instruction enhances learners' communicative competence by engaging them in goal-oriented activities such as role-plays, simulations, information-gap exercises, and project-based learning. Particular attention is given to the three core stages of TBLT – pre-task, task cycle, and post-task – and how each supports language development through scaffolding, feedback, and reflection.
The article also examines empirical research supporting TBLT's effectiveness in improving fluency, accuracy, and learner motivation. Challenges related to task design, assessment, and teacher preparedness are addressed, along with suggestions for integrating TBLT into various educational contexts, including digital and hybrid learning environments.
Ultimately, the article argues that TBLT equips learners with the linguistic and cognitive tools necessary for successful communication in real-life situations, making it a highly relevant and learner-centered methodology for 21st-century English language instruction.
References
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608.
East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. John Benjamins Publishing Company.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509.
González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. John Benjamins Publishing Company.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching. Wiley-Blackwell.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press.
Reinders, H., & White, C. (2010). The theory and practice of technology in materials development for language learning. In B. Tomlinson (Ed.), Materials Development in Language Teaching (2nd ed., pp. 58–82). Cambridge University Press.
Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53(3), 149–156.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
Van den Branden, K. (Ed.). (2006). Task-Based Language Education: From Theory to Practice. Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford University Press.