IMPROVING SPEAKING SKILLS THROUGH TASK-BASED LEARNING FOR SECONDARY SCHOOL STUDENTS.

Abstract

This article examines the effectiveness of Task-Based Learning (TBL) in improving speaking skills among secondary school students. Drawing on scientific research, theoretical frameworks, and classroom-based evidence, the paper explores the principles of TBL, its pedagogical benefits, and challenges associated with its implementation. The study concludes that TBL is an effective, learner-centered method that promotes communicative competence, fluency development, and learner autonomy. Recommendations for teachers and implications for further research are also presented.