Enhancing Speaking Skills in EFL: a Task-Based Instruction Approach

The primary objective of this study is to investigate the utilization of task-based instruction in teaching English as a foreign language, with a specific focus on speaking skills. It examines the advantages and challenges encountered by educators and students when implementing this instructional approach, particularly in the context of developing oral proficiency.
Employing a qualitative methodology through a case study design, this research was conducted within a senior high school in Bukhara, concentrating on a single class of eleventh-grade students. The data collection involved interviews and questionnaires. The results indicate various benefits and limitations associated with task-based instruction. On one hand, it was observed that this approach fostered greater student engagement in the learning process and led to improvements in speaking proficiency. However, limitations, such as teacher proficiency, time constraints, and variations in students’ language proficiency levels, were identified. Consequently, it is recommended that task-based teaching methods be implemented over an extended period, ensuring careful consideration of the diverse abilities present within a classroom setting.
Although the participants of this study primarily consisted of higher-level students who had already acquired basic language knowledge, this approach could potentially be applied to middle school students, as task-based instruction may facilitate more efficient language acquisition within a shorter timeframe.
After this research, it was evident that while the majority of participants expressed satisfaction with this learning method, a small number of students found this approach challenging and were not satisfied with the outcome.