The effectiveness of task-based language teaching in improving communicative competence

This study evaluates task-based language teaching (TBLT) as an approach to improve learners’ communication skills in areas such as speaking, listening, vocabulary, and overall language proficiency. The review synthesizes findings from 64 studies identified through a PRISMA-based systematic literature search. The results show that TBLT effectively enhances fluency, accuracy, and confidence in language use by focusing on real-life communication tasks, particularly in English as a foreign language (EFL) settings. However, the study highlights that several factors, including cultural expectations, institutional policies, and teacher training, influence the effectiveness of TBLT. These findings suggest that while TBLT is a valuable method for language teaching, it should be adapted to meet learners’ specific needs and the context in which it is applied. Further research is recommended to develop adaptable TBLT models for various educational contexts and to explore the time required for language progress through this method. In conclusion, this review provides practical insights for educators, policymakers, and researchers interested in improving language teaching through student-centered approaches.