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Abb e ia ed Key Ti le: ISRG J A s Humani Soc Sci
ISSN: 2583-7672 (Online)
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Volume – III Issue -VI (No embe -Decembe ) 2025
F equency: Bimon hly
The Role o Task-Based Lea ning in De eloping Communica i e Compe ence in EFL
Class ooms
Na min Ib ahimli
Nakhchi an S a e Uni e si y (English eache )
| Recei ed: 07.11.2025 | Accep ed: 11.11.2025 | Published: 25.11.2025
*Co esponding au ho : Na min Ib ahimli
Nakhchi an S a e Uni e si y (English eache )
Abs ac
The p esen s udy p o ides a comp ehensi e explo a ion o Task-Based Lea ning (TBL) as an inno a i e pedagogical amewo k
o de eloping communica i e compe ence in English as a Fo eign Language (EFL) class ooms. Roo ed in he p inciples o
communica i e language eaching, TBL shi s he ins uc ional ocus om o m-based o meaning-based in e ac ion, allowing
lea ne s o engage wi h au hen ic linguis ic asks ha mi o eal-li e communica ion. The esea ch syn hesizes insigh s om
con empo a y schola ship (A aniyazo a & Akmammedowa, 2025; Alasal, 2025; Zoki o na, 2025; Nghia & Quang, 2021),
emphasizing ha TBL enhances no only linguis ic p o iciency bu also p agma ic and sociocul u al awa eness.
Th ough pu pose ul communica ion, lea ne s de elop g amma ical accu acy, discou se managemen , and s a egic compe ence—
key componen s o communica i e abili y. In his model, class oom ac i i ies such as p oblem-sol ing, ole-plays, and in o ma ion-
gap asks p omo e lea ne au onomy, collabo a ion, and mo i a ion, which a e essen ial o long- e m language acquisi ion.
S udies conduc ed ac oss a ious educa ional con ex s (Nghia & Quang, 2021; Bakh ono a, 2024) demons a e ha s uden s
exposed o ask-based ins uc ion display g ea e luency, in e ac ional con idence, and willingness o communica e compa ed o
hose augh h ough adi ional, eache -cen e ed me hods.
Mo eo e , ecen indings highligh he ole o in eg a ed skill de elopmen —pa icula ly speaking and lis ening (Nabie a,
2025)—and he signi icance o pa alinguis ic elemen s such as ges u es and acial exp essions (Ismayilli e al., 2025), which
complemen e bal communica ion and deepen in e cul u al unde s anding. By si ua ing lea ning wi hin au hen ic, communica i e
con ex s, TBL acili a es a dynamic en i onmen whe e language is bo h he means and he goal o lea ning.
Ul ima ely, his s udy a gues ha Task-Based Lea ning con ibu es o a holis ic o m o communica i e compe ence, encompassing
linguis ic, p agma ic, and in e cul u al dimensions. I posi ions lea ne s as ac i e cons uc o s o knowledge, capable o
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In oduc ion
In ecen decades, he ield o English Language Teaching (ELT)
has unde gone a signi ican me hodological ans o ma ion— om
adi ional, eache -cen e ed pa adigms o communica i e and
lea ne -cen e ed app oaches ha emphasize he unc ional use o
language. The g owing ecogni ion ha language se es p ima ily
as a ool o communica ion a he han a me e collec ion o
g amma ical ules has mo i a ed educa o s o seek pedagogical
models ha mi o eal-li e in e ac ion. Wi hin his con ex , Task-
Based Lea ning (TBL) has eme ged as one o he mos in luen ial
and empi ically suppo ed me hods o enhancing communica i e
compe ence in English as a Fo eign Language (EFL) se ings
(A aniyazo a & Akmammedowa, 2025; Alasal, 2025; Zoki o na,
2025). TBL is g ounded in he p inciples o Communica i e
Language Teaching (CLT) bu di e s by making he ask—a
meaning ul uni o communica ion— he co e componen o
ins uc ion. Ins ead o ocusing on isola ed linguis ic o ms, TBL
encou ages s uden s o use language as a means o achie e
communica i e goals h ough p oblem-sol ing, discussion, and
collabo a ion. As Alasal (2025) asse s, his app oach allows
lea ne s o in e nalize g amma and ocabula y na u ally while
concen a ing on con eying meaning. The emphasis on au hen ici y
and lea ne engagemen makes TBL pa icula ly e ec i e in
b idging he gap be ween class oom lea ning and eal-wo ld
communica ion. The concep o communica i e compe ence, i s
in oduced by Hymes and la e de eloped by Canale and Swain,
ex ends beyond g amma ical accu acy o include sociolinguis ic,
discou se, and s a egic dimensions. In o he wo ds, e ec i e
communica ion equi es no only knowing he language sys em bu
also unde s anding when, why, and how o use i app op ia ely.
Schola s such as Nghia and Quang (2021) and Nabie a (2025)
ha e demons a ed ha ask-based ins uc ion os e s hese
dimensions simul aneously, c ea ing oppo uni ies o lea ne s o
nego ia e meaning, use s a egies o o e come communica ion
b eakdowns, and de elop discou se cohe ence.
A c ucial aspec o TBL lies in i s abili y o in eg a e mul iple
language skills—pa icula ly speaking and lis ening—wi hin
meaning ul con ex s. Nabie a (2025) emphasizes ha ask-based
ac i i ies allow lea ne s o p ac ice hese skills holis ically,
simula ing au hen ic in e ac ions such as in e iews, deba es, o
collabo a i e p ojec s. Mo eo e , Bakh ono a (2024) highligh s
ha TBL na u ally lends i sel o he de elopmen o in e cul u al
communica i e compe ence, as lea ne s engage in cul u ally
con ex ualized scena ios ha p omo e awa eness, empa hy, and
c oss-cul u al sensi i i y. These compe encies a e essen ial in
oday’s globalized educa ional and p o essional en i onmen s,
whe e English unc ions as a lingua anca ac oss di e se cul u al
bounda ies.
Recen esea ch also unde sco es he impo ance o non e bal
communica ion wi hin ask-based lea ning en i onmen s. S udies
by Ismayilli e al. (2025) demons a e ha ges u es, acial
exp essions, and mimics play a i al ole in enhancing lea ne s’
comp ehension and emo ional exp ession, pa icula ly in
mul ilingual class ooms. Inco po a ing hese pa alinguis ic
elemen s in o TBL encou ages lea ne s o become mo e
exp essi e, con iden , and in e ac i e. Likewise, Tu kan and
Ala iyya (n.d.) emphasize ha cul u al awa eness is indispensable
o meaning ul communica ion, as linguis ic meaning is o en
shaped by cul u al con ex and sha ed social no ms.
F om a pedagogical pe spec i e, TBL shi s he eache ’s ole om
a ansmi e o knowledge o a acili a o and guide, suppo ing
lea ne s h ough s uc u ed ye lexible asks ha os e au onomy
and e lec ion. Zoki o na (2025) a gues ha such a shi empowe s
s uden s o ake owne ship o hei lea ning p ocess, p omo ing
sel -e alua ion, pee collabo a ion, and con inuous p og ess
moni o ing. In con as o con en ional me hods ha p io i ize
accu acy o e exp ession, TBL alues luency, c ea i i y, and
au hen ic language use, making he class oom a mo e engaging and
mo i a ing en i onmen .
Fu he mo e, in ligh o he inc easing digi aliza ion o educa ion,
TBL aligns well wi h echnology-enhanced lea ning en i onmen s.
Digi al pla o ms, online simula ions, and collabo a i e
applica ions p o ide oppo uni ies o lea ne s o pe o m
communica i e asks beyond he class oom, engaging wi h pee s
globally and pa icipa ing in in e cul u al exchanges. These
de elopmen s ex end he each o TBL and make i a lexible and
adap i e me hodology sui able o bo h ace- o- ace and i ual
lea ning con ex s.
Gi en i s mul idimensional bene i s, TBL has a ac ed ex ensi e
schola ly a en ion ac oss di e en linguis ic and cul u al se ings,
including Cen al Asia, he Middle Eas , and Sou heas Asia
(A aniyazo a & Akmammedowa, 2025; Nghia & Quang, 2021;
Bakh ono a, 2024). Howe e , while esea ch con i ms i s
po en ial, success ul implemen a ion equi es ca e ul ask design,
cul u al adap a ion, and eache p epa edness. This s udy,
he e o e, seeks o syn hesize cu en heo e ical and empi ical
pe spec i es on TBL and o explo e how his app oach can be
op imized o de elop comp ehensi e communica i e compe ence
in EFL lea ne s.
In doing so, he pape aims o add ess h ee co e objec i es:
1. To examine he heo e ical ounda ions o ask-based
lea ning as a communica i e app oach;
2. To analyze how TBL ac i i ies con ibu e o linguis ic,
p agma ic, and in e cul u al dimensions o compe ence;
and
3. To highligh p ac ical s a egies o in eg a ing TBL
e ec i ely wi hin EFL cu icula in di e se educa ional
con ex s.
Th ough his explo a ion, he s udy con ibu es o he g owing
body o esea ch suppo ing ask-based pedagogy as a
na iga ing eal communica i e scena ios con iden ly and app op ia ely. The pape concludes ha inco po a ing TBL in o mode n
EFL pedagogy no only enhances communica i e e iciency bu also p epa es lea ne s o he globalized linguis ic demands o he
21s cen u y.
Keywo ds:
Task-Based Lea ning; Communica i e Compe ence; EFL Me hodology; In e cul u al Communica ion; Language
Teaching S a egies
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ans o ma i e model in language educa ion, o e ing insigh s o
eache s, cu iculum designe s, and esea che s seeking o cul i a e
communica ion-o ien ed, cul u ally awa e, and au onomous
lea ne s.
Me hodology
The p esen s udy employs a quali a i e, desc ip i e, and analy ical
esea ch design o explo e how Task-Based Lea ning (TBL)
con ibu es o he de elopmen o communica i e compe ence in
English as a Fo eign Language (EFL) class ooms. Ra he han
conduc ing an expe imen al s udy, his esea ch syn hesizes and
c i ically e alua es indings om ecen pee - e iewed a icles
published be ween 2021 and 2025. The ocus is on ex ac ing
heo e ical p inciples, p ac ical insigh s, and pedagogical
implica ions om con empo a y schola ship (A aniyazo a &
Akmammedowa, 2025; Alasal, 2025; Zoki o na, 2025; Nghia &
Quang, 2021; Bakh ono a, 2024; Nabie a, 2025; Ismayilli e al.,
2025).
This me hodological o ien a ion e lec s he in e p e i e pa adigm,
emphasizing meaning-making and con ex ual unde s anding a he
han quan i a i e measu emen . Since communica i e compe ence
is a mul i ace ed cons uc ha in eg a es linguis ic, sociolinguis ic,
discou se, and s a egic dimensions, a quali a i e app oach is bes
sui ed o examine how hese aspec s in e ac wi hin ask-based
ins uc ion.
1. Resea ch Design
The s udy adop s a sys ema ic li e a u e e iew and con en
analysis app oach. The selec ed co pus includes schola ly jou nal
a icles, con e ence pape s, and case s udies ha ocus explici ly on
he use o TBL in de eloping communica i e compe ence in EFL
o ESL se ings. The a icles we e chosen based on he ollowing
inclusion c i e ia:
They we e published be ween 2021 and 2025 in pee - e iewed
jou nals o indexed p oceedings.
They di ec ly examine Task-Based Lea ning o Task-Based
Language Teaching (TBLT) as a pedagogical me hod.
They discuss communica i e compe ence o i s subcomponen s
(linguis ic, p agma ic, in e cul u al, and s a egic).
They include empi ical da a, class oom p ac ices, o heo e ical
insigh s ele an o EFL con ex s.
To ensu e me hodological igo , a icles we e e iewed o
c edibili y, cla i y o objec i es, and he applicabili y o hei
indings o he p esen opic. The wo ks o A aniyazo a and
Akmammedowa (2025), Alasal (2025), and Zoki o na (2025)
se ed as ounda ional e e ences o de ining he pedagogical
mechanisms o TBL. Complemen a y s udies by Nabie a (2025),
Bakh ono a (2024), and Ismayilli e al. (2025) we e analyzed o
hei emphasis on skill in eg a ion, in e cul u al aspec s, and
pa alinguis ic communica ion.
2. Da a Sou ces and Analy ical F amewo k
The da a o his s udy consis o ex ual in o ma ion d awn om
he selec ed li e a u e. Using a hema ic con en analysis
amewo k, he a icles we e examined line by line o iden i y
ecu ing hemes, pa e ns, and ela ionships be ween TBL and
communica i e compe ence.
Fi e majo analy ical hemes eme ged om he da a:
Task Au hen ici y and Meaning ul Communica ion – examining
how eal-li e communica i e asks enhance lea ne s’ abili y o use
language unc ionally (Alasal, 2025).
In eg a ed Skills and Fluency De elopmen – analyzing how TBL
suppo s he simul aneous p ac ice o speaking, lis ening, eading,
and w i ing (Nabie a, 2025).
Lea ne Au onomy and Mo i a ion – explo ing how TBL os e s
sel -di ec ed lea ning, con idence, and pa icipa ion (Zoki o na,
2025).
In e cul u al and Non e bal Dimensions o Communica ion –
e alua ing how in e cul u al awa eness and pa alinguis ic elemen s
(ges u es, mimics, exp essions) con ibu e o communica i e
success (Bakh ono a, 2024; Ismayilli e al., 2025).
Teache Roles and Pedagogical Adap a ion – assessing how
educa o s ac as acili a o s, designe s, and media o s in ask-based
class ooms (A aniyazo a & Akmammedowa, 2025).
This ca ego iza ion allowed he esea che o build a concep ual
model demons a ing how TBL ope a es as a mul idimensional
sys em ha p omo es communica i e compe ence h ough
meaning ul in e ac ion, collabo a ion, and e lec ion.
3. Resea ch P ocedu e
The analy ical p ocess consis ed o h ee sys ema ic s ages:
S age 1: Da a Collec ion and O ganiza ion.
The ele an a icles we e collec ed om academic da abases and
digi al lib a ies such as ERIC, Google Schola , Scopus, and
Resea chGa e. Ti les, abs ac s, and keywo ds we e scanned o
ensu e alignmen wi h he s udy’s objec i es. Each selec ed a icle
was summa ized, and key a gumen s we e eco ded in a
compa a i e cha .
S age 2: Coding and Thema ic Analysis.
A coding amewo k was de eloped o iden i y linguis ic,
pedagogical, and in e cul u al componen s o communica i e
compe ence add essed in each s udy. Codes such as ask
au hen ici y, in e ac ional eedback, lea ne mo i a ion, cul u al
media ion, and non e bal exp ession we e applied. The coded da a
we e hen g ouped in o b oade hema ic ca ego ies, e lec ing he
in e connec ions be ween TBL p inciples and communica i e
ou comes.
S age 3: Syn hesis and In e p e a ion.
The inal s age in ol ed syn hesizing he indings om he
selec ed s udies in o a cohe en na a i e. The esea che compa ed
how each s udy concep ualized communica i e compe ence, wha
ypes o asks we e implemen ed, and how he ou comes aligned
wi h TBL heo y. This syn hesis p oduced a holis ic pic u e o how
ask-based ins uc ion can be e ec i ely u ilized in di e se EFL
con ex s.
4. Validi y and Reliabili y
Al hough quali a i e esea ch does no employ s a is ical
alida ion, c edibili y and us wo hiness we e ensu ed h ough
iangula ion o da a sou ces, me hodological anspa ency, and
ci a ion o pee - e iewed ma e ials. Each selec ed s udy p o ided
e idence h ough class oom obse a ion, lea ne eedback, o
heo e ical jus i ica ion. By compa ing indings ac oss mul iple
geog aphic and cul u al con ex s (Vie nam, Uzbekis an,
Tu kmenis an, Aze baijan, and I aq), he s udy ensu ed ha
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conclusions we e no con ex -bound bu a he ans e able o o he
EFL lea ning en i onmen s.
Mo eo e , he esea che main ained in e p e i e neu ali y,
ocusing on pa e ns suppo ed by empi ical and heo e ical
e idence a he han subjec i e assump ions. Re e ences om
mul iple au ho s (A aniyazo a & Akmammedowa, 2025; Alasal,
2025; Bakh ono a, 2024; Nabie a, 2025; Ismayilli e al., 2025)
we e c oss-examined o con i m consis ency in epo ed
pedagogical bene i s o TBL.
5. E hical Conside a ions
Since he s udy elies exclusi ely on seconda y sou ces, no di ec
pa icipan in ol emen occu ed. Howe e , e hical p inciples we e
obse ed by p o iding accu a e and comple e ci a ions o all
e e enced wo ks, ollowing APA 7 h edi ion guidelines.
In ellec ual con ibu ions o all au ho s we e acknowledged
anspa en ly o main ain academic in eg i y and a oid plagia ism.
6. Limi a ions
The s udy acknowledges se e al limi a ions inhe en o quali a i e
li e a u e-based analysis. Fi s , he e iewed esea ch a ies in i s
me hodological dep h and sample size, which may in luence he
gene alizabili y o indings. Second, due o linguis ic di e si y
among sou ces, some egional s udies may con ain ansla ion
biases o limi ed access o ull- ex da a. Thi d, while his s udy
iden i ies ends and pa e ns, i does no measu e communica i e
compe ence quan i a i ely. Fu u e empi ical esea ch in ol ing
class oom expe imen s o longi udinal da a could alida e and
expand hese heo e ical insigh s.
7. Summa y o Me hodological O ien a ion
In summa y, his s udy adop s a sys ema ic quali a i e
me hodology o syn hesize cu en pe spec i es on TBL as a ool
o de eloping communica i e compe ence. Th ough hema ic
analysis o ecen schola ly li e a u e, i cons uc s a concep ual
unde s anding o how ask-based ac i i ies enhance lea ne s’
linguis ic, p agma ic, and in e cul u al pe o mance. This
me hodological ounda ion p o ides he basis o he subsequen
Discussion sec ion, whe e indings a e in e p e ed in ela ion o
p ac ical applica ions, pedagogical implica ions, and eme ging
ends in EFL me hodology.
Discussion
The li e a u e demons a es a consis en consensus ha Task-Based
Lea ning b idges he gap be ween heo e ical language knowledge
and eal communica i e use. Alasal (2025) highligh s ha when
lea ne s pa icipa e in collabo a i e asks—such as ole-plays,
in e iews, o p oblem-sol ing simula ions— hey p ac ice
language as a ool o meaning-making a he han a mechanical
sys em. Acco ding o Zoki o na (2025), one o he majo s eng hs
o TBL lies in i s capaci y o mo i a e lea ne s in insically. Unlike
adi ional exe cises, communica i e asks in ol e genuine
in o ma ion exchange, allowing lea ne s o exp ess opinions, make
decisions, and nego ia e ou comes. This lea ne au onomy
inc eases engagemen and long- e m e en ion o language
s uc u es.
In Vie nam, Nghia and Quang (2021) obse ed ha TBL imp o ed
s uden s’ willingness o communica e, pa icula ly among hose
who we e ini ially eluc an o speak in English. Thei indings
sugges ha ask complexi y and ele ance di ec ly a ec lea ne
pa icipa ion and success. When asks a e con ex ually meaning ul,
s uden s demons a e highe cogni i e in ol emen and linguis ic
c ea i i y.
Ano he i al dimension is he in eg a ion o in e cul u al and
pa alinguis ic ac o s. Bakh ono a (2024) a gues ha TBL
acili a es in e cul u al unde s anding by encou aging s uden s o
e lec on cul u al no ms embedded in communica i e beha io .
Simila ly, Ismayilli e al. (2025) disco e ed ha ges u es, body
language, and eye con ac play an essen ial ole in ein o cing
message cla i y and emo ional esonance. These non e bal aspec s,
when consciously inco po a ed in o TBL ac i i ies, en ich he
communica i e p ocess and os e empa hy among lea ne s.
Addi ionally, he digi aliza ion o language educa ion has opened
new oppo uni ies o echnology-enhanced TBL. Online
collabo a i e pla o ms, simula ions, and mul imedia esou ces
enable lea ne s o engage in eal- ime communica ion wi h pee s
globally. This exposu e o au hen ic discou se no only de elops
linguis ic compe ence bu also builds c oss-cul u al con idence.
In summa y, he li e a u e consis en ly demons a es ha TBL
p omo es holis ic language de elopmen by me ging linguis ic,
p agma ic, in e cul u al, and a ec i e domains. The model’s
lexibili y allows eache s o adap asks o di e en p o iciency
le els and sociocul u al con ex s, ensu ing bo h inclusi i y and
e ec i eness.
Conclusion
The indings o his s udy a i m ha Task-Based Lea ning (TBL)
cons i u es one o he mos e ec i e and dynamic me hodologies
o os e ing communica i e compe ence in English as a Fo eign
Language (EFL) educa ion. G ounded in communica i e language
eaching p inciples, TBL places he lea ne a he cen e o he
lea ning p ocess and ans o ms language ins uc ion om a
eache -con olled ac i i y in o an in e ac i e, meaning-o ien ed
expe ience. The syn hesis o ecen esea ch (A aniyazo a &
Akmammedowa, 2025; Alasal, 2025; Zoki o na, 2025; Nabie a,
2025) demons a es ha he ask-based amewo k encou ages
s uden s o use language as a communica i e ool a he han as an
objec o s udy, he eby p omo ing bo h linguis ic accu acy and
p agma ic luency.
TBL’s e ec i eness lies in i s in eg a ion o skills, in e ac ional
ocus, and au hen ici y. Lea ne s engage in pu pose ul
communica ion while pe o ming meaning ul asks such as
p oblem-sol ing, ole-playing, and in o ma ion-gap ac i i ies.
These in e ac i e se ings enable s uden s o p ac ice and e ine
essen ial communica i e sub-skills— luency, cohe ence,
nego ia ion o meaning, and discou se managemen —wi hin eal-
wo ld con ex s. Fu he mo e, by in ol ing lea ne s in g oup wo k
and pee collabo a ion, TBL nu u es social and a ec i e
dimensions o lea ning, such as con idence, au onomy, and mu ual
espec .
Equally impo an , his app oach con ibu es o he de elopmen o
in e cul u al and non e bal dimensions o communica ion. S udies
by Bakh ono a (2024) and Ismayilli e al. (2025) unde sco e ha
ges u es, mimics, and cul u ally in luenced beha io s signi ican ly
enhance lea ne s’ exp essi e ange and comp ehension. When
inco po a ed in o TBL ac i i ies, hese elemen s c ea e a mo e
holis ic communica i e en i onmen in which meaning ex ends
beyond wo ds. Such in eg a ion aligns wi h he global ole o
English as a lingua anca, whe e in e cul u al sensi i i y and
adap i e communica ion a e as i al as g amma ical compe ence.
Ano he no able aspec o TBL is i s lexibili y in di e se lea ning
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DOI: 10.5281/zenodo.17708544
256
con ex s. The li e a u e e iewed om di e en geog aphical
egions—Cen al Asia, Sou heas Asia, and he Middle Eas (Nghia
& Quang, 2021; A aniyazo a & Akmammedowa, 2025; Alasal,
2025)— e eals ha ask-based p inciples can be success ully
adap ed o a a ie y o ins i u ional, cul u al, and echnological
se ings. Teache s ac as acili a o s a he han adi ional
au ho i ies, guiding lea ne s h ough s uc u ed ye open-ended
communica i e expe iences. This shi in pedagogical oles no
only p omo es lea ne independence bu also encou ages e lec i e
eaching and con inuous me hodological inno a ion.
In he digi al age, echnology-enhanced TBL has become
inc easingly ele an . Online collabo a i e ools, i ual
simula ions, and mul imedia asks allow lea ne s o communica e
ac oss bo de s, engaging wi h au hen ic global audiences. Such
digi al in eg a ion expands he scope o communica i e
compe ence, equipping s uden s wi h he digi al li e acy and
in e cul u al agili y necessa y o mode n communica ion.
Howe e , he success ul implemen a ion o TBL equi es ca e ul
pedagogical design. Teache s mus conside lea ne s’ p o iciency
le els, cul u al backg ounds, and a ec i e ac o s when selec ing
and sequencing asks. Mo eo e , ins i u ional suppo , p o essional
aining, and cu iculum lexibili y a e essen ial o sus aining his
app oach. Despi e hese challenges, he e idence sugges s ha he
bene i s o TBL a ou weigh i s limi a ions.
Ul ima ely, his s udy concludes ha Task-Based Lea ning os e s
a comp ehensi e model o communica i e compe ence
encompassing linguis ic, sociolinguis ic, discou se, and s a egic
dimensions. By engaging lea ne s in au hen ic communica ion,
TBL cul i a es language p o iciency alongside in e pe sonal and
in e cul u al skills—a ibu es ha de ine e ec i e communica o s
in he 21s cen u y.
Fo u u e esea ch, i is ecommended o conduc empi ical
longi udinal s udies ha examine he long- e m e ec s o TBL on
communica i e compe ence, pa icula ly in echnology- ich
en i onmen s. Fu he explo a ion o eache aining p og ams
ocused on ask design and e alua ion could also s eng hen he
p ac ical applica ion o his me hodology. In eg a ing AI-assis ed
ools o ask c ea ion and eedback p esen s ano he p omising
di ec ion o inno a ion in EFL pedagogy.
In sum, Task-Based Lea ning ep esen s no me ely a eaching
echnique bu a ans o ma i e educa ional philosophy. I b idges
heo y and p ac ice, language and cul u e, cogni ion and
in e ac ion—ul ima ely p epa ing lea ne s o communica e wi h
con idence, empa hy, and compe ence in an in e connec ed wo ld.
Re e ences
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