TASK-BASED LANGUAGE TEACHING (TBLT) AND ITS IMPACT ON DEVELOPING INDEPENDENT SPEAKING SKILLS IN UZBEK EFL LEARNERS
Abstract
This study explores the effectiveness of Task-Based Language Teaching (TBLT) in enhancing independent speaking skills among Uzbek EFL learners at the tertiary level. In contrast to traditional grammar-translation or lecture-based methods, TBLT emphasizes authentic communication through purposeful tasks that mirror real-world language use. The research investigates how task-based activities such as problem-solving, role-play, and information gap tasks contribute to learner autonomy, fluency, and confidence in oral production. A mixed-methods approach was used, involving classroom observation, pre- and post-speaking assessments, and student questionnaires. Findings reveal that learners engaged in TBLT-based instruction demonstrated significantly improved fluency, better use of communication strategies, and increased willingness to speak independently. The study offers practical recommendations for incorporating task-based instruction into EFL speaking curricula in Uzbekistan
Keywords
Task-Based Language Teaching, EFL, speaking skills, learner autonomy, Uzbekistan, communicative competence.
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