TASK-BASED LEARNING AND ITS EFFECTIVENESS IN TEACHING ENGLISH
Abstract
Task-Based Learning (TBL) has emerged as one of the most dynamic and learner-centered approaches in English language education. Unlike traditional methods that emphasize rote memorization and grammar-focused instruction, TBL places authentic tasks at the core of language learning. These tasks simulate real-world communication, encouraging learners to use English for meaningful purposes. This paper examines the theoretical foundations of TBL, its implementation in English as a Second Language (ESL) classrooms, and the challenges that teachers and learners face in adopting this approach. While TBL has been shown to foster communicative competence and learner autonomy, its success relies on teacher expertise, appropriate assessment strategies, and contextual adaptation.
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