ENHANCING SPEAKING SKILLS THROUGH TASK-BASED LEARNING IN UZBEK EFL CLASSROOMS
Keywords:
Keywords: Task-Based Learning, speaking skills, EFL, learner-centred to approach, Uzbekistan, communicative competenceAbstract
Annotation: This article explores the effectiveness of Task-Based Learning
(TBL) in improving the speaking skills of secondary school students in Uzbekistan. In
many English as a Foreign Language (EFL) classrooms, learners face challenges in
expressing their ideas fluently and confidently due to limited exposure to real-life
communication. This study is based on classroom practices conducted with B1–B2
level students in a secondary school setting. The paper highlights how structured pre-
task, task, and post-task stages can create meaningful opportunities for interaction and
language use.
The findings suggest that task-based activities significantly enhance learners’
motivation, participation, and communicative competence. Students become more
engaged when they are involved in problem-solving, discussions, and collaborative
tasks that reflect real-world situations. Furthermore, the role of the teacher shifts from
a knowledge provider to a facilitator, supporting learners in developing autonomy and
confidence.
The article concludes that Task-Based Learning is an effective and practical
approach for improving speaking skills in Uzbek EFL classrooms. It also provides
pedagogical recommendations for teachers who aim to implement learner-centred
strategies in their teaching practice.
References
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