STRATEGIES FOR FOSTERING WRITING AND SPEAKING PROFICIENCY IN EFL THROUGH TASK-BASED LEARNING

Abstract

Abstract: This article explores the efficacy of task-based learning (TBL) in enhancing writing and speaking proficiency in English as a Foreign Language (EFL) contexts. With an increasing emphasis on communicative competence, educators seek innovative approaches to engage learners actively in language production. Task-based learning, with its focus on authentic, purposeful tasks, emerges as a promising pedagogical framework. Drawing from theoretical underpinnings and empirical studies, this paper delineates strategies for implementing TBL effectively to foster both writing and speaking skills. Key elements of TBL, such as task design, sequencing, and feedback provision, are examined in detail, highlighting their role in promoting language acquisition. Additionally, the article discusses the integration of technology and authentic materials to create meaningful tasks that simulate real-world communication. Practical examples and classroom-based evidence are provided to illustrate the application of these strategies. Finally, the article discusses the implications of employing TBL in EFL contexts and offers recommendations for educators seeking to optimize language learning outcomes through task-based approaches.