IMPACTS OF TASK-BASED LANGUAGE TEACHING ON SPEAKING AND ORAL PROFICIENCY: AN INITIAL REVIEW

Tóm tắt

Task-Based Language Teaching (TBLT) has gained significant attention for its potential to enhance learners’ communicative competence, particularly in speaking. This review study examines the impact of TBLT on oral language development by analyzing 12 peer-reviewed articles from the Scopus database. The primary objective is to synthesize findings on how TBLT influences key dimensions of speaking performance, including fluency, accuracy, complexity, and learner affective factors such as confidence and motivation. The review highlights consistent gains in oral fluency, moderate improvements in accuracy and complexity, and generally positive learner and teacher perceptions. Methodologically, the studies employed a range of experimental and mixed-methods designs, incorporating both quantitative CAF measures and qualitative insights. Overall, the review affirms TBLT’s effectiveness in promoting speaking skills across diverse ESL/EFL contexts and offers implications for pedagogy and future research.