Teaching English to Undergraduate ESL Learners through Task-Based Learning

Abstract

This study explores the impact of Task-Based Language Teaching (TBLT) on the communication abilities of English as a Foreign Language (EFL) learners, with a specific focus on a Pakistani university context. The research critically evaluates the traditional Grammar Translation Method (GTM) and Presentation-Practice-Production (PPP) approaches still prevalent in Pakistani English language education, highlighting their limitations in fostering effective communication skills. Drawing on the literature review, which underscores the effectiveness of TBLT in enhancing speaking abilities, the study employs qualitative action research involving thirty-five undergraduate students. The action research involves two phases of data collection first phase sets the ground to plan action cycle based on task based approach. The research instruments used in the study are interviews, non-participant observations, and a diary to collect data on students' experiences and perceptions of TBLT. The results indicate a noticeable improvement in students' communication abilities, particularly in speaking skills. The researcher, following Willis's TBLT paradigm, designs and implements task-based activities in the classroom. The findings suggest that students engaged more actively when presented with context-based tasks, and their willingness to use English outside the classroom improved. The study contributes to the growing body of knowledge on the efficacy of TBLT, aligning with previous research on its positive impact on motivation, self-confidence, and language proficiency. Recommendations include further exploration of TBLT across various educational levels, assessing its long-term effects, and investigating alternative methods for assessing language proficiency within a TBLT framework. The study provides valuable insights for educators, curriculum designers, and researchers seeking to enhance language teaching methodologies, especially in EFL contexts.