Innovative Approaches to English Language Education: Exploring the Impact of Task-Based Learning in EFL Classrooms

Abstract

Background: Task-Based Learning (TBL) has gained traction as an innovative instructional approach in English language education, particularly in English as a Foreign Language (EFL) contexts. Traditional teaching methods primarily focus on grammar and rote memorization and have shown limited effectiveness in promoting communicative competence and practical language use. Objective: This study aims to ascertain the effectiveness of TBL in developing the second language, English, and the communicative proficiency of EFL learners and then analyze how it differs from the conventional grammar translation method. Methods: Both qualitative and quantitative research methodologies were used in the study. Information was gathered using pre- and post-questionnaires, student interviews, questionnaires administered to students, and observation checklists. Language proficiency and communicative competence were analyzed using descriptive statistics, paired t-tests, thematic analysis, and correlation analysis. This research work was done over 12 weeks with 30 participants made up of undergraduate students in a public university EFL classroom. Results: The result shows that only TBL positively impacts learning achievement, which is higher in speaking and listening skills, with an average improvement rate of 25% and 20%, respectively. Student perceptions of TBL showed a strong positive completion, with 92% of students agreeing that TBL activities were entertaining and helpful in enhancing language development. It also emerged that motivation was higher, and speaking confidence and performance were higher than those obtained through traditional approaches, as revealed in the study. Conclusion: The TBL approach is the proper practice for enhancing language usage ability and communicative skills in an EFL setting. Focusing on the learners enhances the interaction and interest in lessons, and general practice prepares a learner for actual situations. Thus, the present results can be considered as supporting evidence of the necessity of further incorporation of TBL as a component of EFL curricula and its application potential as the unifying approach for overcoming the practical limitations of the traditional paradigm.