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USING TBLT TO IMPROVE INTERACTIVE LISTENING AND SPEAKING SKILLS
AMONG INTERMEDIATE LEARNERS
Ugiloy Xakimova Orifjonovna
Yangi Asr University
Teacher of the Department of Languages.
https://doi.org/10.5281/zenodo.17523782
Abstract.
This study investigates the effectiveness of Task-Based Language Teaching
(TBLT) in enhancing interactive listening and speaking skills among intermediate English
language learners. Recognizing the growing emphasis on communicative competence in second
language acquisition, this research explores how task-oriented activities can create meaningful
contexts for real-life communication. Through a quasi-experimental design, two groups of
intermediate learners were observed over a 10- week period, one following a traditional
communicative approach and the other using TBLT strategies. Pre- and post-tests, classroom
observations, and learner interviews were used to assess improvements in fluency, accuracy, and
interactional competence. Findings indicate that TBLT significantly improves learners’ ability to
engage in authentic communication, particularly in turn-taking, negotiation of meaning, and
comprehension in dynamic conversation. The study concludes with recommendations for
incorporating TBLT in curriculum design to foster more effective interactive communication
skills.
Key words:
Task-Based Language Teaching (TBLT), Interactive listening, speaking
skills, intermediate learners, communicative competence, language pedagogy, Second Language
Acquisition (SLA), EFL/ESL Instruction, fluency and accuracy, classroom interaction.
ИСПОЛЬЗОВАНИЕ TBLT ДЛЯ УЛУЧШЕНИЯ ИНТЕРАКТИВНЫХ НАВЫКОВ
АУДИРОВАНИЯ И ГОВОРЕНИЯ У УЧАЩИХСЯ СРЕДНЕГО УРОВНЯ
Аннотация.
В данном исследовании изучается эффективность обучения языку,
основанного на задачах (TBLT), в улучшении навыков интерактивного аудирования и
говорения у изучающих английский язык среднего уровня. Учитывая растущее значение
коммуникативной компетентности при освоении второго языка, данное исследование
изучает, как ориентированные на задачи упражнения могут создавать значимые
контексты для реального общения. В рамках квазиэкспериментального проекта в
течение 10 недель наблюдались две группы учащихся среднего уровня: одна группа
следовала традиционному коммуникативному подходу, а другая использовала стратегии
TBLT. Для оценки улучшений беглости, точности и интерактивной компетентности
использовались предварительные и итоговые тесты, наблюдения в классе и интервью с
учащимися. Результаты показывают, что TBLT значительно улучшает способность
учащихся к аутентичному общению, особенно в части очередности, согласования смысла
и понимания в динамичном диалоге. В заключение исследования даны рекомендации по
включению TBLT в учебную программу для развития более эффективных навыков
интерактивного общения.
Ключевые слова:
обучение языку на основе задач (TBLT), интерактивное
аудирование, навыки говорения, учащиеся среднего уровня, коммуникативная
компетенция, языковая педагогика, освоение второго языка (SLA), обучение английскому
языку как иностранному/иностранному как второму, беглость и точность,
взаимодействие в классе.
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Introduction.
In the field of language education, Task-Based Language Teaching (TBLT) has emerged
as a powerful approach that emphasizes learning through meaningful communication. Unlike
traditional grammar-based instruction, TBLT focuses on the completion of real-life tasks that
mirror authentic language use. This method is particularly beneficial for intermediate learners,
who often have a foundational knowledge of grammar and vocabulary but lack fluency and
confidence in interactive communication.
Interactive listening and speaking are critical skills for effective communication, yet they
remain challenging areas for many English as a Foreign Language (EFL) learners. TBLT
provides a platform where learners actively engage in purposeful conversations, negotiate
meaning, and develop their communicative competence.
Purpose of the Study:
This study aims to explore the effectiveness of TBLT in enhancing interactive listening
and speaking skills among intermediate EFL learners.
Research Questions:
How does TBLT influence learners' ability to comprehend spoken language in interactive
contexts?
What impact does task-based learning have on learners' spoken fluency and accuracy?
What are the learners' perceptions of using TBLT in improving listening and speaking
skills?
Literature Review
2.1 Task-Based Language Teaching (TBLT)
TBLT is grounded in the communicative approach to language teaching. Ellis (2003)
defines TBLT as an approach that centers on the use of tasks as the core unit of planning and
instruction. According to Nunan (2004), a task is a piece of classroom work that involves
learners in comprehending, manipulating, and producing language while focusing on meaning.
2.2 Interactive Listening and Speaking Skills
Listening and speaking are interrelated skills essential for meaningful communication.
Brown (2007) emphasizes that interactive listening involves real-time comprehension,
clarification, and response, while speaking requires learners to produce language that is
appropriate, coherent, and contextually relevant.
2.3 TBLT and Skill Integration
TBLT promotes the integration of all four language skills, especially listening and
speaking. Willis (1996) suggests that learners develop language competence by engaging in tasks
that require them to use the target language in real-life contexts. Skehan (1998) notes that tasks
should be designed to promote fluency, accuracy, and complexity in learners' output.
Methodology
3.1 Research Design
This study adopts a quasi-experimental design with pre- and post-tests to measure
learners’ progress. It also includes qualitative data from observations and learner feedback.
3.2 Participants
The participants were 30 intermediate-level EFL learners (CEFR B1-B2) enrolled in a
private language center. They were divided into an experimental group (using TBLT) and a
control group (traditional instruction).
3.3 Instruments
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Pre- and post-tests on listening and speaking
Observation checklist for interactive communication
Student feedback questionnaire
3.4 Procedures
The experimental group received instruction through TBLT for six weeks. Tasks included
information-gap activities, role plays, problem-solving tasks, and discussions. The control group
followed a conventional textbook-based curriculum.
Results and Discussion
4.1 Listening Skill Improvement
Learners in the TBLT group showed significant improvement in listening comprehension.
They were better able to understand spoken input, ask for clarification, and respond
appropriately. This aligns with Willis (1996), who emphasizes the role of authentic input in task-
based learning.
4.2 Speaking Skill Improvement
The TBLT group demonstrated increased fluency and confidence in speaking. Learners
engaged more freely in dialogues, negotiated meaning effectively, and used a wider range of
vocabulary. While accuracy improved moderately, fluency gains were more pronounced,
consistent with Skehan's (1998) observations.
4.3 Learner Perceptions
Student feedback indicated a positive attitude towards TBLT. Learners reported that tasks
were enjoyable, meaningful, and helped them use English more naturally. Some challenges
included unfamiliar vocabulary and the fast pace of group interactions.
Conclusion and Recommendations
5.1 Conclusion
The findings suggest that TBLT is an effective approach for developing interactive
listening and speaking skills among intermediate EFL learners. By engaging in real-world tasks,
learners become more active participants in the learning process and gain practical language
experience.
5.2 Recommendations
Teachers should incorporate a variety of communicative tasks tailored to learner needs.
Scaffolding strategies should be provided to support vocabulary development and task
comprehension.
Further research could explore the long-term effects of TBLT on language retention and
performance.
References
1.
Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
2.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
3.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
4.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
5.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
