Theoretical Foundations of TBI and Its Impact on Productive Skills

Abstract

Task-Based Instruction (TBI) has garnered significant attention in language teaching due to its emphasis on meaningful communication and authentic tasks. This study explores the theoretical foundations of TBI and examines its impact on the productive skills—speaking and writing—of English as a Foreign Language (EFL) students. Employing a mixed-methods approach, this research combines a review of existing literature, classroom observations, and performance assessments. The findings indicate that TBI significantly enhances both speaking and writing proficiency, fostering greater student engagement and motivation.