INTEGRATING TASK-BASED LANGUAGE TEACHING TO ENHANCE SPEAKING SKILLS IN B1 UZBEK HIGH SCHOOL LEARNERS

Abstract

Abstract. Developing communicative competence remains a significant challenge in English as a Foreign Language (EFL) contexts where instruction has traditionally emphasized grammar and reading over spoken interaction. This article presents a task-based lesson designed for B1 (intermediate) Uzbek high school learners, aimed at enhancing listening and speaking skills through structured debate and collaborative discussion. Grounded in Task-Based Language Teaching (TBLT) principles and informed by sociocultural theory, the lesson integrates authentic input, scaffolded discussion, and structured output tasks centered on digital communication. The instructional sequence moves from listening to a short TED-style talk, to small-group analysis, and finally to a debate and opinion-writing task. Differentiation strategies support learners with varying proficiency levels and speaking confidence. The lesson demonstrates how scaffolded communicative tasks can promote fluency, critical thinking, and learner autonomy while aligning with CEFR B1–B2 progression goals. Implications for EFL teachers in similar grammar-focused educational contexts are discussed.