INTEGRATING TASK-BASED LANGUAGE TEACHING INTO LANGUAGE CLASSROOM IN HIGHER EDUCATION.

Abstract

This thesis examines the integration of Task-Based Language Teaching (TBLT) into language classrooms in higher education, with particular attention to interactive learning, communication, collaboration, and meaningful language use. TBLT is presented as an approach in which learners engage with a task, discuss ideas, share knowledge, and use language for purposeful communication before and during the development of the target topic. The paper highlights how task-based activities can promote problem solving, negotiation of meaning, collaboration, and opportunities for oral communication. It also considers technology-assisted TBLT, showing how digital resources can support authentic tasks such as planning, information searching, comparison, presentation, email writing, and collaborative problem solving. Technology can additionally support differentiated instruction by providing learners with subtitles, vocabulary support, visual and audio resources, and appropriately challenging authentic materials. However, the paper emphasizes that technology should be selected according to the learning objective and task requirements rather than used simply for innovation. Effective technology-assisted TBLT therefore depends on purposeful task design and meaningful integration of technology into the overall learning process.