AN EXPERIMENTAL STUDY ON TASK-BASED LANGUAGE TEACHING (TBLT) IN DEVELOPING ENGLISH SPEAKING SKILLS AMONG 8TH GRADE STUDENTS

Abstract

This experimental study explores the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the English speaking skills of 8th-grade students at Horizon Science High School, Dera Ismail Khan. Grounded in communicative language teaching principles, TBLT emphasizes real-life communication through interactive tasks, moving beyond traditional grammar-focused methods. The study employed a pretest-posttest control group design, involving 60 students divided into experimental and control groups. The experimental group received TBLT-based instruction over six weeks, incorporating tasks such as role plays, problem-solving, interviews, and storytelling, while the control group was taught using traditional methods. Data were collected using speaking proficiency rubrics assessing fluency, coherence, accuracy, and pronunciation. Results revealed a statistically significant improvement in the speaking performance of the experimental group compared to the control group. The findings suggest that TBLT is a highly effective strategy for developing spoken English skills in secondary-level learners. The study recommends integrating task-based activities into the English language curriculum to foster communicative competence and learner engagement in EFL classrooms.