DEVELOPING SPEAKING SKILLS THROUGH TASK-BASED LANGUAGE LEARNING
DOI:
https://doi.org/10.55640/Keywords:
task-based language teaching, speaking skills development, communicative competence, EFL pedagogy, action research, secondary educationAbstract
This action research study examines the effectiveness of Task-Based Language Teaching (TBLT) in developing speaking skills among secondary school students in Uzbekistan. The study, conducted at School 33 in Balikchi District, Andijan Region, involved 60 eighth-grade students over a 12-week period. Pre- and post-test assessments measured fluency, accuracy, complexity, and confidence using standardized speaking rubrics. Results show that the TBLT intervention significantly improved speaking ability across all dimensions: fluency increased by 67%, accuracy by 58%, complexity by 71%, and confidence by 84%. Qualitative data from student interviews and teacher observations indicated that meaningful task completion, collaborative interaction, and authentic communication contexts motivated students and reduced speaking anxiety. Compared to a control group that received traditional instruction, TBLT students improved their speaking skills by 73%. The findings confirm that task-based approaches effectively develop speaking competence by providing purposeful communication opportunities, discussing meaning, and focusing on conveying messages rather than on individual linguistic forms, offering practical pedagogical outcomes for EFL contexts.
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