The Efficacy of Task-Based Learning in Enhancing Speaking Skills: A Longitudinal Study

Abstract

This research paper investigates the impact of Task-Based Learning (TBL) on developing and sustaining speaking proficiency in English as a Second Language (ESL) learners. This research paper examines how TBL influences fluency, accuracy, and complexity over an academic year, with follow-up assessments to evaluate long-term retention by employing a mixed-methods and longitudinal design. 60 intermediates to advanced ESL learners were divided into experimental and control groups, with the former engaged in TBL activities such as role plays, group discussions, and problem-solving tasks, while the latter followed traditional speaking exercises. Data were collected through pre- and post-tests, speaking portfolios, classroom observations, and participant interviews. Findings are expected to demonstrate that TBL significantly enhances learners' speaking skills, fosters greater learner engagement, and promotes the long-term retention of language proficiency. The study also identifies challenges in TBL implementation, providing practical recommendations for educators, curriculum developers, and policymakers. This research contributes to the existing body of knowledge by offering empirical evidence on the effectiveness of TBL in fostering speaking skills and bridging the gap between theory and practice. It emphasizes the importance of interactive, learner-centered approaches in addressing the communicative needs of modern ESL learners.