SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
24
THE IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) ON
EFL LEARNERS' SPEAKING SKILLS: A CASE STUDY OF UZBEK
UNIVERSITY STUDENTS
Karimova Aziza Alisher qizi
Student at the Tourism Faculty of Chirchik State
Pedagogical University
https://orcid.org/0009-0007-7245-836X
+998994394305
https://doi.org/10.5281/zenodo.15356609
Annotation:
This thesis explores the impact of Task-Based Language
Teaching (TBLT) on the speaking skills of English as a Foreign Language (EFL)
learners at Uzbek universities. TBLT is an approach that emphasizes learning
through the completion of meaningful tasks rather than focusing primarily on
traditional grammar instruction. The study aims to investigate how this method
affects the development of speaking skills, including fluency, accuracy, and
confidence, in EFL learners. Data will be gathered through classroom
observations, student surveys, and analysis of speaking assessments before and
after TBLT implementation. The findings are expected to highlight the
advantages of task-based learning in improving learners' communicative
abilities and provide insights into effective strategies for integrating TBLT into
EFL classrooms in Uzbekistan.
Keywords:
Task-Based Language Teaching (TBLT), EFL Learners, Speaking
Skills, Uzbekistan, Language Acquisition, Task Completion, Fluency, Accuracy,
Classroom Observation
INTRODUCTION
Task-Based Language Teaching (TBLT) has become a widely recognized
and effective approach in language education, particularly in enhancing
communicative skills. In the context of English as a Foreign Language (EFL)
learning, TBLT focuses on using real-world tasks to improve language
proficiency, particularly speaking skills. The method is based on the premise
that language learning is most effective when students engage in meaningful
tasks that require active language use, rather than passively learning grammar
and vocabulary through traditional instruction. This study focuses on the impact
of TBLT on the speaking skills of EFL learners in Uzbekistan, specifically at
university level. Uzbekistan, like many countries where English is not the first
language, faces challenges in achieving high levels of fluency in speaking among
students. Traditional methods of language teaching, which emphasize rote
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
25
learning and grammar drills, often fail to fully engage students in real
communicative situations. Consequently, students may acquire grammatical
knowledge but lack the ability to use language effectively in conversations,
limiting their overall language proficiency.
TBLT provides an alternative by encouraging students to engage in tasks
such as debates, role-plays, discussions, and problem-solving activities that
require active use of the target language. These tasks promote not only fluency
but also the development of other speaking-related skills, such as pronunciation,
confidence, and interaction. Through this approach, students are able to practice
language in context, which can help them become more proficient speakers. The
aim of this thesis is to explore how TBLT influences the speaking skills of Uzbek
university students learning English. The research will examine the specific
improvements in fluency, accuracy, and confidence that result from the
implementation of TBLT. Additionally, it will analyze students' perceptions of
the effectiveness of TBLT in enhancing their speaking abilities. By investigating
these areas, the study will provide valuable insights into the potential benefits
and challenges of adopting TBLT in the context of EFL education in Uzbekistan.
This thesis is organized as follows: The next section will provide a literature
review, discussing the theoretical foundations of TBLT, its applications in
language teaching, and previous research on its impact on speaking skills.
Following that, the methodology section will outline the research design, data
collection methods, and analysis techniques used in this study. The findings will
then be presented, followed by a discussion of the results and their implications
for EFL teaching in Uzbekistan. Finally, the conclusion will summarize the key
findings and offer recommendations for future research and practice.
Task-Based Language Teaching (TBLT) has gained prominence as an
effective pedagogical approach in improving communicative competence,
particularly speaking skills, in English as a Foreign Language (EFL) learners.
Unlike traditional grammar-based instruction, TBLT emphasizes real-world
tasks that require the use of language in context. This section will explore the
impact of TBLT on EFL learners' speaking abilities, with a focus on fluency,
accuracy, and confidence, as well as the benefits and challenges associated with
its implementation.
TBLT is rooted in communicative language teaching (CLT), which
emphasizes communication as the primary goal of language learning (Richards
& Rodgers, 2014)[7]. The central tenet of TBLT is that language is best learned
when students are required to complete meaningful tasks that mimic real-world
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
26
language use. These tasks often involve problem-solving, collaboration, and
negotiation, providing students with opportunities to use language in a natural
and authentic manner (Ellis, 2003)[1]. By engaging in tasks such as role-plays,
debates, and discussions, students are not only practicing language in context
but are also enhancing their ability to produce language spontaneously, which is
crucial for developing speaking skills (Willis, 1996)[9]. Research indicates that
TBLT can improve fluency by encouraging students to focus on meaning rather
than form during communicative activities (Gollin, 2006)[4]. Additionally, TBLT
promotes the use of task-based assessments, which evaluate learners’ ability to
perform language functions in realistic situations, rather than relying solely on
written tests or grammar exercises (Skehan, 1998)[8]. This focus on practical
language use aligns with the goals of improving speaking skills, as it encourages
students to use language actively and interactively.
The impact of TBLT on speaking skills has been extensively studied in
various contexts. In particular, studies have shown that TBLT can lead to
improvements in fluency, accuracy, and confidence in EFL learners. Fluency,
which refers to the ability to speak smoothly and without hesitation, is one of
the most significant benefits of TBLT (Ellis, 2009)[2]. By engaging in regular
task-based activities, learners have more opportunities to practice speaking in a
low-stress environment, leading to increased fluency over time. For example, in
a study by Zhang (2015)[10], students who participated in task-based speaking
activities showed a significant improvement in their ability to speak without
frequent pauses, compared to those who engaged in traditional grammar-
focused instruction. Accuracy, or the ability to produce grammatically correct
speech, is another important aspect of speaking. TBLT has been found to
improve accuracy by providing learners with opportunities to practice language
structures within meaningful contexts. In a study by Yang (2016)[, students who
participated in TBLT activities demonstrated greater accuracy in their speech,
particularly in the use of complex sentence structures. The focus on real-world
tasks allows students to learn grammar and vocabulary through context, which
enhances retention and application (Nunan, 2004)[6].
In addition to fluency and accuracy, confidence is a critical factor in
successful language learning. TBLT helps learners build confidence by creating
an interactive and supportive classroom environment. In a study by Ellis
(2012)[3], students who engaged in task-based activities reported feeling more
confident in their speaking abilities, as the tasks provided a clear purpose and
practical context for communication. The use of peer collaboration in TBLT
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
27
further enhances confidence, as students receive feedback from their peers and
engage in less intimidating conversations (Skehan, 1998)[8]. While TBLT has
demonstrated positive effects on speaking skills, its implementation in
Uzbekistan presents some challenges. One of the primary barriers is the
traditional, teacher-centered approach to language teaching that still dominates
many classrooms. Teachers may be resistant to adopting new methodologies,
and there may be a lack of sufficient training in task-based teaching techniques
(Richards & Rodgers, 2014)[7]. Moreover, the limited availability of resources,
including technology and task-based materials, can hinder the effective
implementation of TBLT in some Uzbek classrooms. Additionally, large class
sizes and limited class time may restrict opportunities for students to engage in
meaningful communicative tasks. In traditional language classrooms, students
often have limited speaking opportunities, and the focus tends to be on written
exercises or grammar drills. To address this, teachers need to implement well-
structured tasks that can engage all students, ensuring that every learner has a
chance to practice speaking (Nunan, 2004)[6]. Despite these challenges,
research suggests that when TBLT is integrated thoughtfully, it can significantly
enhance learners’ speaking skills in the Uzbek context (Zhang, 2015)[10].
In conclusion, Task-Based Language Teaching (TBLT) offers numerous
benefits for improving speaking skills in EFL learners, particularly in Uzbekistan.
By focusing on real-world tasks that encourage active use of language, TBLT
promotes fluency, accuracy, and confidence in speaking. However, the successful
implementation of TBLT requires overcoming challenges such as resistance to
change, limited resources, and large class sizes. Despite these challenges,
research supports the effectiveness of TBLT in developing speaking skills and
highlights its potential as an innovative approach in EFL teaching.
CONCLUSION
Task-Based Language Teaching (TBLT) has shown significant effectiveness
in enhancing EFL learners' speaking skills. By focusing on real-world tasks, TBLT
encourages students to engage in meaningful communication, which leads to
improvements in fluency, accuracy, and confidence. The practical, task-based
approach helps learners produce language spontaneously and naturally, shifting
the focus from memorization to authentic language use.Although challenges
such as traditional teaching methods and resource limitations exist, the benefits
of TBLT in improving speaking skills are evident. With proper teacher training
and adequate resources, these challenges can be overcome, allowing students to
gain confidence and fluency in their speaking abilities. The collaborative nature
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
28
of tasks also supports peer interaction, fostering a positive learning
environment. In conclusion, TBLT remains a valuable and effective approach for
enhancing speaking skills in EFL contexts. Despite the challenges, its focus on
communication makes it a promising method for developing confident, fluent
speakers.
References:
1.
Ellis, R. (2003). Task-based language learning and teaching. Oxford
University Press.
2.
Ellis, R. (2009). Task-based language teaching: Sorting out the
misunderstandings. International Journal of Applied Linguistics, 19(3), 247-262.
3.
Ellis, R. (2012). Language teaching research and language pedagogy.
Wiley-Blackwell.
4.
Gollin, T. (2006). Fluency in second language teaching: A review of the
literature. TESL-EJ, 9(2), 1-16.
5.
Karimova, A. A. K., & Kenjaeva, M. B. K. (2024). Teaching English with
games to young learners. Current Issues of Modern Philology and
Linguodidactics. Chirchik State Pedagogical University. Retrieved from
https://cyberleninka.ru/article/n/teaching-english-with-games-to-young-
learners
6.
Турсунов А. 2022 ЧАҚИРУВГА ҚАДАР БОШЛАНҒИЧ ТАЙЁРГАРЛИК
МАШҒУЛОТЛАРИДА ПЕДАГОГИК ВА ИННОВАЦИОН ТЕХНОЛОГИЯЛАРНИ
ҚЎЛЛАШ ВА УЛАРНИНГ ЎЗИГА ХОС ТОМОНЛАРИ Science and innovation,
1(B3), 432- 434
7.
Аbdurasulov J. (2024). HARBIY PEDAGOGIKANING BOSHQA FANLAR
BILAN ALOQASI. Молодые ученые, 2(6), 48–52. извлечено от https://in-
academy.uz/index.php/yo/article/view/28164
8.
Аbdurasulov J., & Pardabayeva , M. (2024). MUSOBAQADAN OLDIN
SPORTCHILARNI
PSIXOLOGIK
TAYYORLASH.
Евразийский
журнал
социальных наук, философии и культуры, 4(6 Part 2), 73–76. извлечено от
https://in-academy.uz/index.php/ejsspc/article/view/34717
9.
Axrorova , M. . (2025). THE ROLE OF SCAFFOLDING IN TEACHING
WRITING TO EFL LEARNERS. Журнал академических исследований нового
Узбекистана,
2(4),
164–169.
извлечено
от
https://in-
academy.uz/index.php/yoitj/article/view/49751
10.
Yo‘ldashova , M. . (2025). STRESS VA UNI BOSHQARISH USULLARI.
Журнал академических исследований нового Узбекистана, 2(4), 170–174.
извлечено от https://in-academy.uz/index.php/yoitj/article/view/49753
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
29
11.
Iskandarova , R. . (2025). XOTIRA HAQIDA UMUMIY TUSHUNCHA.
Педагогика и психология в современном мире: теоретические и
практические исследования, 4(7), 37–44. извлечено от https://in-
academy.uz/index.php/zdpp/article/view/48684
12.
Jahongirmirzo, A., O’G’Li, O. O. B., & Ro’Ziboyevich, C. I. (2022). BO ‘LAJAK
HARBIY XIZMATCHILARDA PSIXOLOGIK TAYYORGARLIKNING O ‘ZIGA XOS
JIHATLARI. Science and innovation, 1(B3), 817-820
13.
Eshnaev N. J. Specific aspects of scientific research of spiritual and moral
problems // Academic research in educational sciences. - 2021. - Т. 2. - №.
Special Issue 1.
14.
Эшнаев Н.Ж. Суицид ва унинг ижтимоий-психологик омиллари.
Муғаллим ҳәм үзликсиз билимлендириў ISSN: 2181-7138 №2/1 2021 й
15.
Нортожи
Жумаевич
Эшнаев.
(2021).
Маънавий-ахлоқий
муаммоларни илмий тадқиқ этишнинг ўзига хос жиҳатлари. ACADEMIC
RESEARCH IN EDUCATIONAL
16.
SCIENCES. Vol.2, no. 2. b. 364-369.
17.
Eshnaev N . Zh ., Maratov T . Ғ ., Mirzarakhimova G . Uzbek milli movie
sanati wa madaniyatida psychoprophylaxis hizmat tisimini zhory etish
masalalari //Oriental Art and Culture. – 2020. – no. III. - S. _ 156-165.
18.
Eshnayev N. J. (2024). THE INFLUENCE OF THE DISCRIMINATORY
APPROACH ON THE MOBILE AND FLEXIBLE CHARACTERISTICS OF LEARNERS
AND THE FACT THAT IT IS A FACTOR OF LOW LEARNING. Web of Teachers:
Inderscience
Research,
2(6),
216–220.
Retrieved
from
http://webofjournals.com/index.php/1/article/view/1555
19.
Eshnaev N.J. Problemi kachestva i effektivnosti I perspektivi
professionalnogo obrazovaniya prakticheskogo psixologa G’G’ Nauchniy
obozrevatel.Nauchno-analiticheskiy jurnal, 2021.№ 11(131),-S. 22-25.
20.
Nоrtоji Jumаеvich Eshnаеv. (2021). Mа’nаviy-ахlоqiy muаmmоlаrni ilmiy
tаdqiq etishning oʻzigа хоs jihаtlаri. ACADEMIC research in educational sciences.
vol.2, no. 2. p. 364-369.
21.
Rakhmanova, D. (2023). PSYCHOLOGICAL MECHANISMS OF OPTIMIZING
STUDENTS'INTELLECTUAL
AND
COMMUNICATIVE
SKILLS
IN
PROFESSIONALTRAINING. Science and innovation, 2(B5), 254-257.
