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

Identification

Clé publique

radar:r-928c3571872a75371abc03139e1cb14b

Auteurs

Marya Sarwar · Zaheer Ullah · Aamir Sohail Khan

Année déclarée

2025

Langue déclarée

en

Type source

article

Première détection

2026-11-13T12:44:35.535359+00:00

Dernière observation des métadonnées

2026-11-13T12:44:35.535359+00:00

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

University of Okara · University of Malakand

Pays d’affiliation déclarés

PK

Résumé documentaire — langue originale

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.

Identifiants

OPENALEX

https://openalex.org/W7217984932

Repères documentaires

Famille documentaire

article

Types déclarés par les sources

article

Les mentions d’entités ne constituent pas une preuve de reconnaissance juridique. La juridiction étudiée est distincte du pays d’affiliation des auteurs.

Sources

OpenAlex · Document 1

• Document · https://policyjssr.com/index.php/PJSSR/article/view/451

Statut documentaire

Pertinence à examiner

Bibliothèque

Cette identité n’est pas encore intégrée à la Bibliothèque juridique.