DEVELOPING EFL STUDENT'S SPEAKING SKILLS WITH THE HELP OF TASK-BASED INSTRUCTIONS
Keywords:
Task-Based Instruction, EFL Speaking Skills, Role-Play, Communicative Competence, Fluency Development, Language Pedagogy, Active LearningAbstract
This study examines the effectiveness of task-based instruction (TBI), particularly role-play activities, in enhancing the speaking skills of upper-intermediate second-year EFL students at Uzbekistan State World Languages University. Traditional methods often fail to develop fluency and confidence, whereas TBI focuses on meaningful communication. A quasi-experimental design was used, where students’ speaking proficiency was assessed through pre- and post-tests before and after a four-week role-play intervention. Results show a 25% increase in fluency, 18% improvement in accuracy, and 30% boost in confidence, with students demonstrating better conversational flow and reduced hesitation. These findings confirm that role-play within TBI enhances communicative competence, supporting its use in EFL classrooms. The study provides practical implications for educators seeking student-centered approaches to developing speaking skills.
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