The impact of Task-Based Language Teaching (TBLT) on EFL learner’s Engagement in Speaking Courses

Watcharaphong Soongpankhao; Zhou Yuxin

Watcharaphong Soongpankhao Rajamangala University of Technology Phra Nakhon https://orcid.org/0000-0002-1470-4012
Zhou Yuxin

Keywords: Fluency Development, Learner Engagement, Speaking Skills, Task-Based Language Teaching

Abstract

This study investigates the impact of Task-Based Language Teaching (TBLT) on learner engagement in English as a Foreign Language (EFL) speaking courses. The research focused on how TBLT influences students’ active participation, motivation, and oral language development. A quasi-experimental research design was employed, involving 63 second-semester students from the English for Professional Communication course. The experimental group received instruction using task-based methods, while the control group followed conventional teaching approaches. Data were gathered through pre- and post-speaking performance tests, semi-structured interviews with instructors, and student perception questionnaires. Quantitative findings indicated no statistically significant differences between the two groups; however, qualitative data revealed notable improvements in fluency, reduced usage of fillers, and increased speaking confidence among students exposed to TBLT. Instructors also reported higher levels of student engagement and interaction during TBLT sessions. The study concludes that TBLT holds considerable promise for enhancing learner engagement and speaking competence in EFL settings, particularly in vocational education contexts.

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