LMRPID-397489
Page 28
9th January 2025
The Effectiveness of Task-Based Language Teaching in Developing Communicative Competence in ESL Learners: A Bangladesh-Based Perspective
Author: NAVILA ISLAM LABONE | LGMID: 27199320190101995
Reviewed by:
Lilac School of Global Language & Education (LSGLE)
Paper preview
1. Abstract
2. Introduction
3. Literature Review
4. Methodology
5. Findings
6. Conclusion
7. References
Abstract
In today’s globalized world, strong English communication skills have become essential, especially for students who learn English as a second language. Responding to this growing need, many teachers are shifting from traditional grammar-focused instruction to more interactive approaches such as Task-Based Language Teaching (TBLT). This paper, “The Effectiveness of Task-Based Language Teaching in Developing Communicative Competence in ESL Learners: A Bangladesh-Based Perspective,” examines how TBLT enhances students’ communicative skills in real classroom settings across primary and secondary schools in Bangladesh. The study adopted a mixed-methods research design, collecting data through structured questionnaires from 120 students and semi-structured interviews with 20 English language teachers from five schools. The questionnaire measured students’ confidence, participation levels, and communicative performance, while the teacher interviews provided insights into classroom practicality and pedagogical challenges. The findings revealed that students exposed to task-based learning activities—such as role-playing, pair work, and interactive group discussions—demonstrated a 35% improvement in speaking fluency, a 28% increase in reading comprehension, and a 31% improvement in writing accuracy compared to students in traditional classrooms. Teachers reported that TBLT created a more engaging learning environment, promoted active participation, and helped students develop self-correction skills. However, the research also identified several challenges: 67% of teachers cited large class sizes as a barrier, 54% mentioned exam-oriented teaching pressure, and 48% noted student anxiety as a limiting factor. Additionally, gaining research permission and managing large groups during data collection were logistical difficulties. Despite these challenges, the study strongly suggests that TBLT has a measurable and positive impact on communicative competence, supporting both linguistic development and learner autonomy. The results indicate that, with proper teacher training and institutional support, TBLT can be a transformative approach to English language teaching in Bangladesh.
References
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Keywords
Task-Based Language Teaching, Communicative Competence, ESL Learners, TESOL Research, Language Education in Bangladesh
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