Longitudinal Effects of TBI on Productive Skills Development

Abstract

This longitudinal study investigates the impact of Task-Based Instruction (TBI) on the development of productive skills, specifically speaking and writing, among English as a Foreign Language (EFL) learners. Over a period of two academic years, the study tracks changes in fluency, accuracy, and overall proficiency to determine the effectiveness and sustainability of TBI in fostering language skills. The research involves 100 EFL learners from a university in Bukhara, Uzbekistan, divided into an experimental group receiving TBI instruction and a control group following a traditional grammar-translation method.