USING TBLT TO IMPROVE INTERACTIVE LISTENING AND SPEAKING SKILLS AMONG INTERMEDIATE LEARNERS

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing interactive listening and speaking skills among intermediate English language learners. Recognizing the growing emphasis on communicative competence in second language acquisition, this research explores how task-oriented activities can create meaningful contexts for real-life communication. Through a quasi-experimental design, two groups of intermediate learners were observed over a 10- week period, one following a traditional communicative approach and the other using TBLT strategies. Pre- and post-tests, classroom observations, and learner interviews were used to assess improvements in fluency, accuracy, and interactional competence. Findings indicate that TBLT significantly improves learners’ ability to engage in authentic communication, particularly in turn-taking, negotiation of meaning, and comprehension in dynamic conversation. The study concludes with recommendations for incorporating TBLT in curriculum design to foster more effective interactive communication skills.