THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON STUDENTS’ COMMUNICATIVE PERFORMANCE IN EFL EDUCATION

Abstract

This article examines the impact of Task-Based Language Teaching on students’ communicative performance in English as a Foreign Language education. In many EFL classrooms, learners often acquire grammatical knowledge but face difficulties when they need to use English in real-life communication. Task-Based Language Teaching offers a practical solution by placing meaningful tasks at the center of the learning process. Through problem-solving activities, role-plays, interviews, discussions, information-gap tasks, and project-based interaction, students are encouraged to use English for authentic purposes. The study highlights that TBLT can improve learners’ fluency, confidence, interactional ability, vocabulary use, and strategic competence. It also supports learner-centered education by shifting classroom focus from teacher explanation to active language use. The article argues that communicative performance develops more effectively when learners are involved in purposeful tasks that require negotiation of meaning, cooperation, and spontaneous language production. Therefore, Task-Based Language Teaching can be considered an effective approach for developing communicative competence in EFL education.