TASK-BASED INSTRUCTION AND LANGUAGE ASSESSMENT

Abstract

This study examines the integration of task-based instruction (TBI) and language assessment, focusing on the effectiveness of TBI in evaluating language proficiency. By employing a mixed-methods approach, the research explores how TBI impacts language assessment practices, the challenges faced by educators, and the perceptions of both teachers and students. Results indicate that TBI offers a more holistic and practical measure of language skills, though challenges such as task design and standardization remain. The study provides recommendations for effective implementation of TBI in language assessment.