This article examines the potential of Task-Based Language Teaching (TBLT) for developing students’ English-speaking skills in higher education. Particular attention is paid to the principles of communicative task design, the stages of task-based instruction, and the teacher’s role in creating conditions for meaningful oral interaction. The article discusses how TBLT can contribute to the development of speaking fluency, accuracy, complexity, learner autonomy, and communicative competence. Different types of speaking tasks, including information-gap, problem-solving, decision-making, opinion-gap, role-play, and professionally oriented tasks, are presented and analyzed. The advantages and possible challenges of implementing TBLT in university English courses are also considered. It is concluded that TBLT can serve as an effective approach to creating meaningful opportunities for students to use English for authentic academic, social, and professional communication.
Developing Students’ English-Speaking Skills Through Task-Based Language Teaching
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References
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