Developing Real-World Communication Competence in EFL with Task-Based Language Teaching: A Quasi-Experimental Study

Abstract

This quasi-experimental study examined the effectiveness of Task-Based Language Teaching (TBLT) in enhancing communicative competence among English as a Foreign Language (EFL) learners over a 10-week period. Fifty intermediate-level EFL students were randomly assigned to either an experimental group receiving TBLT instruction or a control group following traditional grammar-focused pedagogy. A mixed-methods approach incorporating pre- and post-tests, classroom observations, and semi-structured interviews was employed to assess language proficiency and learner motivation.Results demonstrated significant improvements in the  experimental group across all four language skills (speaking, writing, listening, and reading), with mean gains ranging from 22% to 23.5%. Statistical analysis revealed significant differences between groups (p < 0.001), indicating TBLT's superior effectiveness in developing communicative abilities. Furthermore, qualitative findings showed enhanced learner motivation, confidence, and engagement in the experimental group. These results suggest that TBLT effectively bridges the gap between classroom learning and authentic language use, warranting its integration into EFL curricula to better prepare learners for real-world communication demands.