IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) ON ESL LEARNERS’ SPEAKING PROFICIENCY IN PAKISTANI UNIVERSITIES

Abstract

This study explores the impact of Task-Based Language Teaching (TBLT) on the development of speaking proficiency among ESL learners in Pakistani universities. Despite English being a key medium of instruction in higher education, many students struggle with oral communication due to traditional grammar-focused and teacher-centered approaches. TBLT, grounded in communicative language teaching principles, emphasizes the use of authentic tasks to promote meaningful interaction and language use. The research adopts a qualitative-quantitative mixed-methods design, incorporating classroom observations, pre- and post-speaking assessments, and learner interviews across selected Pakistani universities. The study investigates how task-based activities such as role plays, problem-solving tasks, and group discussions contribute to fluency, accuracy, and communicative confidence. Findings are expected to demonstrate that TBLT enhances learners’ ability to use English more spontaneously and effectively, while also improving motivation and classroom engagement. The study holds pedagogical significance by highlighting TBLT as a viable instructional approach for improving speaking skills within the Pakistani ESL context, offering insights for curriculum designers, policymakers, and language instructors.

Keywords:      Task-Based Language Teaching (TBLT); ESL Learners; Speaking Proficiency; Communicative Approach; Higher Education; Pakistan; Language Pedagogy.