PROCESS: Journal of Professional Communication and English Studies, Vol. 1, No. 1, 2025, pp.
20-31
Journal by English Department, Politeknik Negeri padang, Indonesia
PROCESS: Journal of Professional Communication
and English Studies
Journal homepage: https://ejournal2.pnp.ac.id/index.php/PROCESS/index
The impact of Task-Based Language Teaching (TBLT) on EFL learner’s Engagement
in Speaking Courses
Watcharaphong Soongpankhao 1*, Zhou Yuxin2
1 Faculty of Liberal Arts, Rajamangala University of Technology Phra Nakhon, Thailand
2 School of Foreign Languages, Southwest Petroleum University, China
*Corresponding author: watcharaphong.s@rmutp.ac.th
article i nfo abstract
Article history: This study investigates the impact of Task-Based Language Teaching (TBLT) on learner
Received: 29-04-2025 engagement in English as a Foreign Language (EFL) speaking courses. The research
Accepted: 22-05-2025 focused on how TBLT influences students’ active participation, motivation, and oral
Published: 24-05-2025 language development. A quasi-experimental research design was employed,
involving 63 second-semester students from the English for Professional
Keywords:
Communication course. The experimental group received instruction using task-based
Fluency Development
methods, while the control group followed conventional teaching approaches. Data
Learner Engagement
Speaking Skills were gathered through pre- and post-speaking performance tests, semi-structured
Task-Based Language Teaching interviews with instructors, and student perception questionnaires. Quantitative
findings indicated no statistically significant differences between the two groups;
however, qualitative data revealed notable improvements in fluency, reduced usage
of fillers, and increased speaking confidence among students exposed to TBLT.
Instructors also reported higher levels of student engagement and interaction during
TBLT sessions. The study concludes that TBLT holds considerable promise for
enhancing learner engagement and speaking competence in EFL settings, particularly
in vocational education contexts.
1. Introduction
In numerous English as a Foreign Language (EFL) contexts, particularly within
university settings, the development of English speaking competence is increasingly
recognized as essential for students aiming to participate effectively in the global
workforce (Zainuddin, Pillai, Dumanig, & Phillip, 2019). Proficiency in spoken English
enables students to engage in international collaboration, access broader employment
opportunities, and adapt to the communicative demands of multinational workplaces.
Recent research highlights that employers consistently prioritize strong oral
communication skills in English when recruiting graduates, especially in sectors where
English serves as the lingua franca for business and professional interactions. For
instance, a study published in the Journal of English for Academic Purposes underscores
that university students with higher English speaking proficiency demonstrate greater
confidence and adaptability in multicultural work environments, which enhances their
employability prospects. Similarly, findings in English for Specific Purposes reveal that
targeted speaking instruction within university EFL programs significantly improves
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students’ readiness for real-world professional communication tasks, including
presentations, negotiations, and teamwork in international settings (Al-Khresheh, 2024).
As globalization intensifies, universities worldwide are placing greater emphasis on
integrating communicative English skills into their curricula to better equip graduates for
the linguistic and cultural challenges of the modern workforce (Reynolds & Yu, 2018).
Traditional teaching approaches, which frequently emphasize rote memorization,
teacher-centered instruction, and passive learning, often fail to foster active learner
engagement in EFL classrooms. These conventional methods tend to limit opportunities
for meaningful student interaction, critical thinking, and communicative practice, which
are essential for language acquisition and long-term retention. Recent studies have shown
that such approaches may lead to decreased motivation, lower participation rates, and
insufficient development of practical language skills among students. For example,
research published Amiryousefi (2019) found that EFL learners in classrooms dominated
by lecture-based instruction exhibited significantly less engagement and communicative
competence compared to those in classes utilizing interactive, learner-centered
techniques. Similarly, Devira (2020) highlights that traditional methods often neglect the
importance of authentic language use and collaborative activities, resulting in limited
opportunities for students to practice speaking and listening in real-life contexts. As a
result, there is a growing consensus in the literature that innovative, student-centered
pedagogies-such as task-based learning, project-based activities, and technology-
enhanced instruction-are more effective in promoting active engagement and supporting
language development in EFL settings (Rezai, Ahmadi, Ashkani, & Hosseini, 2025).
Task-Based Language Teaching (TBLT), a communicative and student-centered
method, offers promising strategies for increasing interaction and language use in
speaking classes (Long, Lu, & Yi, 2017; Willis, 2021). Unlike traditional approaches, TBLT
structures learning around meaningful, real-world tasks that require active student
participation and authentic communication. Recent studies highlight that TBLT enhances
classroom effectiveness, boosts student participation, and significantly improves
speaking proficiency by engaging learners in interactive and immersive communicative
activities (Hasnain & Halder, 2023; Nurhadi, Nugraha, & Ridwan, 2024).
TBLT lessons typically involve stages such as pre-task activities to set expectations,
main tasks where students use the target language to achieve specific outcomes, and post-
task reflection for feedback and self-assessment (Nur & Butarbutar, 2022). These tasks
often mimic real-life scenarios-such as problem-solving, group discussions, presentations,
or role-plays-allowing students to practice language in contexts relevant to their future
professional and social interactions. Research published in 2025 in the International
Journal of Advanced and Applied Sciences confirms that TBLT is effective in developing
communicative competence across various language skills, especially speaking, with
learners reporting increased fluency, confidence, and motivation to use English in
practical situations (Marzuki, 2022, 2023; Nghia & Quang, 2021).
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Despite growing scholarly interest in Task-Based Language Teaching (TBLT), its
implementation and study remain limited within Indonesian vocational institutions.
While TBLT has gained traction in various Indonesian educational contexts, including
secondary schools and universities, research indicates that vocational schools have not
widely adopted this communicative, student-centered approach. Several studies highlight
that factors such as limited teacher training, contextual challenges, and the specific
demands of vocational curricula contribute to the slow uptake of TBLT in these settings.
For example, Islami and Senom (2024) notes that although TBLT aligns well with
Indonesia’s national qualification frameworks and higher education reforms, its
application in vocational education is still emerging and requires more focused attention
on teacher preparedness and material development. Similarly, Hibatulloh, Arganata,
Latifah, and Kurniasari (2024) points out that while TBLT is effective in improving
speaking skills in secondary schools, vocational institutions face unique challenges such
as diverse student backgrounds and resource limitations that hinder widespread
implementation. Moreover, studies emphasize the need for contextually relevant tasks
and ongoing professional development to support vocational teachers in adopting TBLT
effectively. Consequently, despite its potential benefits for enhancing communicative
competence and employability skills, TBLT’s integration into Indonesian vocational
education remains under-researched and underutilized, signaling a critical area for future
investigation and policy support. This study seeks to address that gap by examining how
TBLT affects student engagement and participation in speaking tasks.
TBLT and Learner Engagement
Task-Based Language Teaching (TBLT) has gained prominence in second language
acquisition (SLA) for its emphasis on meaningful communication through real-life tasks.
Recent studies have explored how TBLT influences various dimensions of learner
engagement, including behavioral, emotional, cognitive, and social aspects. Studies show
that learners develop more confidence, fluency, and collaboration through task
engagement (Baharun et al., 2023). TBLT's focus on authentic tasks fosters a dynamic
learning environment that enhances learner engagement. Ramesh, Mala, and Panda (2024)
conducted a meta-analysis indicating that TBLT enhances both learner engagement and
proficiency by providing meaningful and contextually relevant tasks that promote active
learning and practical language use. Similarly, Mudinillah, Rahmi, and Taro (2024) noted
that TBLT enhances language acquisition, particularly in developing speaking and
listening skills, and fosters greater learner autonomy.
The integration of technology into TBLT has further amplified its impact on learner
engagement. Alazemi, Gheisari, and Patra (2023) investigated the consequences of task-
supported language teaching via social media, specifically the Telegram app, on academic
engagement, emotion regulation, willingness to communicate, and academic well-being.
The study revealed that utilizing Telegram alongside a Learning Management System
(LMS) significantly enhanced EFL learners' engagement and well-being. Additionally, Putri
(2023) explored students' perceptions and engagement in technology-mediated TBLT,
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finding that the approach led to positive attitudes and increased behavioral, emotional,
social, and cognitive engagement.
Peer interaction is a critical component of TBLT that contributes to increased
learner engagement. Baharun et al. (2023) explored EFL learners' peer interaction
engagement within TBLT frameworks, highlighting that collaborative tasks encourage
active participation and deeper cognitive processing. Such interactions not only enhance
language proficiency but also build learners' confidence and motivation.
Despite the benefits, implementing TBLT poses challenges, including the need for
adequate teacher training and curriculum alignment. Islami and Senom (2024)
emphasized that successful TBLT implementation requires institutional support and
flexibility to adapt tasks to specific educational contexts. Moreover, assessing the long-
term impact of TBLT on learner engagement necessitates further longitudinal studies.
Similar case is found in Indonesian tertiary institutions. Implementation of TBLT faces
challenges such as time constraints and mixed proficiency levels (Sholeh, 2022). However,
the learner-centered nature of TBLT aligns well with the vocational focus of institutions
like PNP, where students must develop communicative competence for professional
environments.
The research questions guiding this study are:
1. How does TBLT influence EFL learners’ engagement in speaking tasks at
Politeknik Negeri Padang?
2. What are the English instructors’ perceptions of TBLT in enhancing student
engagement?
3. How do students perceive TBLT in their speaking course?
2. Method
Research Design and Participants
The study used a quasi-experimental design with an experimental group (TBLT)
and a control group (traditional instruction). A total of 63 second-semester students from
the English for Professional Communication course participated—32 in the experimental
group and 31 in the control group. Two English lecturers from a Politeknik, a vocational
higher education institution in Indonesia, facilitated the teaching.
Instruments
Speaking performance was evaluated through pre- and post-tests using a locally
adapted version of the TOEIC speaking module, ensuring that the assessment was both
standardized and contextually relevant to the learners’ linguistic environment. These
tests aimed to measure improvements in oral proficiency attributable to the TBLT
intervention. In addition to quantitative assessment, semi-structured instructor
interviews were conducted to obtain in-depth insights into the practical aspects of TBLT
implementation, challenges encountered, and observable changes in student behavior
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and participation during tasks. To triangulate the findings and capture learner
perspectives, a student questionnaire was administered after the intervention. This
questionnaire was designed to assess students’ perceptions of the task-based activities,
their engagement levels, and their overall satisfaction with the learning experience,
thereby providing a comprehensive understanding of the intervention’s effectiveness
from both instructor and learner viewpoints.
Procedures and the TBLT Instruction
The instructional intervention was developed based on the principles of Task-
Based Language Teaching (TBLT), aiming to promote authentic language use and
meaningful communication (Ellis, 2017; Skehan, 2016). The course was delivered over
eight weeks, with two 90-minute sessions each week. Each session was structured around
the three standard phases of TBLT: pre-task, task cycle, and post-task. During the pre-task
phase, the instructor introduced the session’s topic, activated students’ background
knowledge, and reviewed key vocabulary and language structures needed for the
upcoming tasks. Clear task objectives and success criteria were also presented to ensure
that students fully understood the communicative goals.
In the task cycle phase, students engaged in authentic, communication-centered
tasks such as role-plays, collaborative problem-solving activities, and simulated
interviews. The tasks were specifically designed to mirror real-life speaking situations
aligned with the competencies assessed by the TOEIC speaking module, such as
describing pictures, answering situational questions, and proposing solutions.
Throughout this phase, the instructor took on a facilitative role, minimizing direct
intervention to encourage student autonomy and spontaneous language use. In the post-
task phase, learners reflected on their performance and discussed effective strategies they
had employed. The instructor then provided feedback focused on both fluency and
accuracy, and, when necessary, conducted brief language-focused exercises to address
common linguistic challenges observed during the task.
For the research procedure, participants were selected from two intact classes
whose English proficiency ranged from basic to pre-intermediate level. A total of 63
students were chosen based on placement test results to ensure a relatively homogenous
proficiency level at the start of the intervention. To establish a baseline, all participants
undertook a speaking pre-test in the first week, using a locally adapted version of the
TOEIC speaking module. This assessment involved tasks such as describing images,
expressing opinions, and making suggestions. All tests were recorded and independently
rated by two qualified assessors according to a standardized rubric to ensure reliability.
Following the pre-test, students participated in the TBLT instructional program
described above. Throughout the intervention, the instructor kept observational notes
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concerning student engagement, task participation, and language development. At the
conclusion of the eight-week period, a semi-structured interview with the instructor was
conducted to gather qualitative insights into the practicalities of TBLT implementation,
observed shifts in learner behavior, and challenges encountered during instruction.
Subsequently, a speaking post-test was administered, mirroring the format and
complexity of the pre-test to enable direct comparison of speaking proficiency before and
after the intervention. These post-tests were again recorded and rated independently to
maintain scoring consistency. Additionally, students completed a post-intervention
questionnaire designed to evaluate their perceptions of the TBLT experience. The
questionnaire included both Likert-scale items and open-ended questions, allowing the
collection of both quantitative and qualitative data regarding student engagement,
motivation, and satisfaction with the task-based learning approach.
Data Analysis
For data analysis, paired-sample t-tests were employed to compare pre- and post-
test speaking scores, determining the statistical significance of any observed
improvements. Thematic analysis was used to process the qualitative data from the
instructor interview, identifying patterns related to instructional challenges and learner
engagement. Meanwhile, responses from the student questionnaire were analyzed using
descriptive statistics for the quantitative items and thematic coding for the qualitative
responses. Together, these methods aimed to provide a comprehensive understanding of
the impact of TBLT on learner engagement and speaking proficiency.
3. Results and Discussions
Engagement in Speaking Tasks
The statistical comparison between pre-test and post-test speaking scores revealed
no significant differences, as indicated by the paired-samples t-test detailed in table 1. This
suggests that, quantitatively, participants' overall speaking proficiency, as assessed
through standardized scoring criteria, remained relatively stable following the
intervention. Despite this, closer qualitative examination of speech samples uncovered
meaningful improvements in specific areas of oral performance, particularly in fluency-
related features.
Analysis of test transcriptions highlighted a substantial reduction in filler usage
(e.g., "uh," "um," "you know") and an increase in speech smoothness during post-test
performances. In some cases, filler frequency dropped by over 40%, suggesting that
participants became more confident and more adept at maintaining coherent and
uninterrupted speech. Additionally, participants exhibited more natural pausing patterns
and fewer hesitation phenomena, further signaling gains in fluency (e. g., Ellis, 2016; Fathi,
Rahimi, & Derakhshan, 2024; Skehan, 2009).
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The divergence between the quantitative and qualitative results underscores the
importance of adopting a multidimensional approach to assessing speaking performance.
While standardized scores offer valuable summative insights, qualitative discourse
analysis can reveal nuanced improvements in learners' communicative behavior that may
not be immediately captured through numerical assessment alone. Thus, although the
intervention did not produce statistically significant score gains, it appeared to foster
important micro-level improvements that contribute to learners' overall communicative
competence and confidence.
Table 1.
T-test Results of Both Groups
Group n Mean (M) Standard t-value p-value Interpretation
Deviation
(Rietdijk,
van Weijen,
Janssen, van
den Bergh,
&
Rijlaarsdam)
Experiment 32 74.3 6.9 0.65 0.52 Not Significant
(p > 0.05
Control 31 73.2 7.0
Teacher Insights
Table 2.
Interview Results of the Instructors
Theme Description Supporting Evidences
Increased Student Students engaged more actively "Students were more eager to participate
Participation during TBLT sessions. and volunteer answers."
Enhanced Tasks based on real-life "Learners were noticeably more motivated
Motivation scenarios boosted learner when tasks resembled real-world
enthusiasm and effort. situations."
Greater Willingness Students showed more "They seemed more comfortable speaking,
to Communicate confidence and willingness to especially during simulations of meetings
speak during activities. and interviews."
The instructor interview provided valuable qualitative insights into the effects of
TBLT on learner engagement. The thematic analysis revealed three key trends: increased
student participation, enhanced motivation, and a greater willingness to communicate.
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The instructor observed that students engaged more actively during task-based sessions,
often volunteering to participate without prompting. She further remarked that
motivation appeared noticeably higher when tasks were designed around real-life
scenarios, such as workplace meetings and job interviews. These findings suggest that
authenticity in task design played a significant role in fostering student enthusiasm and
sustained engagement.
Additionally, the instructor noted a clear improvement in students' willingness to
use English spontaneously during tasks. Learners appeared more confident and less
hesitant when speaking, particularly in activities that mirrored authentic communicative
contexts. This observation aligns with previous research highlighting the motivational
benefits of TBLT when tasks are perceived as meaningful and directly relevant to learners’
real-world needs (e.g., Ellis, 2016; Long, 2014; Rost, 2024) . Overall, the instructor's
perspectives provide strong qualitative support for the effectiveness of TBLT in
enhancing learner engagement and communicative competence beyond what is captured
through standardized testing alone.
3. Student Feedback
Table 3.
Results of Students’ Questionnaire
Standard
Mean
Item Deviation Interpretation
(M)
(Rietdijk et al.)
Preference for 4.61 0.72 Strong preference for TBLT-based tasks and
TBLT Activities activities.
Motivation to 4.44 0.63 High motivation levels to engage in speaking
Speak English activities.
Engagement in 4.53 0.54 Strong engagement in speaking tasks
Speaking Tasks throughout the intervention.
Confidence in 4.32 0.82 Improved confidence in using English for
Speaking English communication.
Appreciation for 4.74 0.63 Positive perception of collaborative tasks
Peer Collaboration with peers.
Perception of Task 4.51 0.71 Tasks were perceived as practical and
Practicality and relevant to real-life scenarios.
Relevance
Note: The Likert scale ranged from 1 (Strongly Disagree) to 5 (Strongly Agree).
The questionnaire results indicated a strongly positive response from participants
toward the TBLT activities. On average, students reported a high preference for TBLT
tasks (M = 4.61, SD = 0.72), with most students agreeing that the tasks were engaging and
beneficial to their learning experience. This preference suggests that the real-world
relevance of the tasks and their focus on communication were highly valued by the
learners.
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When it comes to motivation, the mean score of 4.44 (SD = 0.63) indicates that the
TBLT approach significantly increased students’ enthusiasm for speaking English.
Participants felt more motivated to speak and engage with the language, especially during
the interactive task-based activities. Similarly, students reported strong engagement with
the tasks (M = 4.53, SD = 0.54), highlighting that TBLT activities promoted active
participation and sustained focus throughout the lessons. This result is indicative of the
interactive and dynamic nature of task-based learning, which encourages students to
engage meaningfully with language use. In terms of confidence, the average score of 4.32
(SD = 0.82) suggests an improvement in learners' speaking confidence as a result of the
TBLT activities. This reflects how the focus on real-world tasks and collaborative work can
help build students’ belief in their ability to use English effectively.
Furthermore, the responses indicated that students greatly appreciated the
opportunity for peer collaboration (M = 4.74, SD = 0.63). This finding suggests that the social
aspect of learning, which is central to TBLT, was seen as a motivating factor. Students
likely felt more comfortable practicing English in a supportive, peer-based environment.
Lastly, the tasks were viewed as practical and relevant to learners’ needs, with a mean
score of 4.51 (SD = 0.71), suggesting that the authenticity of the tasks contributed to
students' positive perceptions. Students recognized the tasks as useful for real-life
situations, which in turn enhanced their motivation and engagement.
4. Conclusion
The findings of this study provide a nuanced understanding of the impact of Task-
Based Language Teaching (TBLT) on learner engagement and speaking development
(Soongpankhao, Aubrey, & Lambert, 2023). Although the statistical analysis of speaking
test scores revealed no significant differences between pre-test and post-test
performance, qualitative analysis of speech samples indicated meaningful improvements
in micro-level discourse features, particularly in fluency and filler reduction. This suggests
that while standardized assessments may not immediately capture early gains, learners
were nonetheless developing important communicative competencies.
Instructor interviews further corroborated these findings, highlighting enhanced
student participation, increased motivation, and greater willingness to communicate
during TBLT sessions. Students were observed to be more confident and spontaneous,
especially when engaged in tasks that mirrored real-life communicative contexts.
Similarly, the questionnaire results demonstrated a strong student preference for TBLT
activities, with high ratings for motivation, engagement, confidence, and perceived task
relevance. Together, these findings suggest that TBLT creates an environment conducive
to fostering not only linguistic competence but also learner autonomy and communicative
confidence.
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Implications for Research and Practice
These results carry important implications for both future research and classroom
practice. From a research perspective, the study underscores the necessity of employing
a multidimensional approach to speaking assessment. Reliance solely on quantitative
standardized scores may obscure significant communicative developments that
qualitative discourse analysis can reveal. Future studies should incorporate more
comprehensive assessment frameworks that combine quantitative metrics with
qualitative evaluations of spoken performance, especially focusing on fluency, discourse
management, and interactional features.
For classroom practice, the findings advocate for the broader adoption of TBLT
principles in speaking instruction. Teachers are encouraged to design tasks that reflect
authentic, real-world communication scenarios, as these were shown to significantly
enhance motivation, engagement, and learner confidence. Emphasizing peer
collaboration and meaningful task outcomes can further support students’ willingness to
participate and use the target language spontaneously. In contexts where immediate gains
in standardized speaking scores may not be evident, educators should recognize and
value the micro-level fluency improvements that contribute substantially to long-term
communicative competence.
Ultimately, TBLT offers a powerful pedagogical framework that not only aligns
with learners' motivational needs but also supports the gradual and authentic
development of speaking proficiency.
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