IMPROVING EAP SPEAKING SKILLS
THROUGH TASK-BASED LEARNING
MEJORA DE LA COMPETENCIA ORAL EN IFA
MEDIANTE EL APRENDIZAJE
BASADO EN TAREAS
Ruben Patricio Guanuche Díaz
Universidad Técnica de Machala, Ecuador
Julio Amador Merchan Buri
Ministerio de Educación del Ecuador
Lorena Janneth Tituana Moncada
Ministerio de Educación del Ecuador
Jorge Enrique Villamarín Guevara
Ministerio de Educación y Deporte y Cultura, Ecuador
Bianka Rosa Peñaranda Condolo
Ministerio de Educación, Deporte y Cultura, Ecuador
pág. 8221
DOI: https://doi.org/10.37811/cl_rcm.v10i1.22926
Improving EAP Speaking Skills through Task-Based Learning
Ruben Patricio Guanuche Díaz1
patog_77@hotmail.com
https://orcid.org/0009-0006-2583-1478
Universidad Técnica de Machala
Ecuador
Julio Amador Merchan Buri
jamburi82@gmail.com
https://orcid.org/0009-0009-7918-3922
Ministerio de Educación del Ecuador
Ecuador
Lorena Janneth Tituana Moncada
lorena.tituana@educacion.gob.ec
https://orcid.org/0009-0008-0137-4545
Ministerio de Educación del Ecuador
Ecuador
Jorge Enrique Villamarín Guevara
jorge.villamarin@docentes.educacion.edu.ec
https://orcid.org/0000-0002-9238-3322
Ministerio de Educación y Deporte y Cultura
Ecuador
Bianka Rosa Peñaranda Condolo
bianka.penaranda@docentes.educacion.edu.ec
https://orcid.org/0009-0007-0132-9229
Ministerio de Educación, Deporte y Cultura
Ecuador
ABSTRACT
This study examines the efficacy of Task-Based Learning (TBL) as a strategic framework to enhance
oral proficiency and mitigate foreign language anxiety among students of English for Academic
Purposes (EAP). In professional and academic contexts, the fear of making errors often inhibits
communication; therefore, this research aims to demonstrate how TBL—by focusing on the logical
sequencing of tasks and meaningful interaction—optimizes communicative performance and improves
students' emotional well-being. A descriptive quantitative methodology was employed, utilizing oral
assessment rubrics and Likert-type scales for data collection regarding the effectiveness and acceptance
of the methodology applied within the study group. The results demonstrate a significant improvement
in both fluency and accuracy, alongside a notable reduction in communicative stress levels. It is
concluded that the design of authentic tasks creates a secure practice environment that minimizes the
affective filter, allowing students to transfer their technical knowledge into English more naturally. This
research confirms that the TBL approach is a superior, comprehensive tool for EAP (English for
Academic Purposes), as it not only develops technical speaking skills but also effectively manages the
psychological barriers that impede learning.
Keywords: tasks, language anxiety, effectiveness, appraisal
1 Autor principal
Correspondencia: patog_77@hotmail.com
DOI: https://doi.org/10.37811/cl_rcm.v10i1.22926
Improving EAP Speaking Skills through Task-Based Learning
Ruben Patricio Guanuche Díaz1
patog_77@hotmail.com
https://orcid.org/0009-0006-2583-1478
Universidad Técnica de Machala
Ecuador
Julio Amador Merchan Buri
jamburi82@gmail.com
https://orcid.org/0009-0009-7918-3922
Ministerio de Educación del Ecuador
Ecuador
Lorena Janneth Tituana Moncada
lorena.tituana@educacion.gob.ec
https://orcid.org/0009-0008-0137-4545
Ministerio de Educación del Ecuador
Ecuador
Jorge Enrique Villamarín Guevara
jorge.villamarin@docentes.educacion.edu.ec
https://orcid.org/0000-0002-9238-3322
Ministerio de Educación y Deporte y Cultura
Ecuador
Bianka Rosa Peñaranda Condolo
bianka.penaranda@docentes.educacion.edu.ec
https://orcid.org/0009-0007-0132-9229
Ministerio de Educación, Deporte y Cultura
Ecuador
ABSTRACT
This study examines the efficacy of Task-Based Learning (TBL) as a strategic framework to enhance
oral proficiency and mitigate foreign language anxiety among students of English for Academic
Purposes (EAP). In professional and academic contexts, the fear of making errors often inhibits
communication; therefore, this research aims to demonstrate how TBL—by focusing on the logical
sequencing of tasks and meaningful interaction—optimizes communicative performance and improves
students' emotional well-being. A descriptive quantitative methodology was employed, utilizing oral
assessment rubrics and Likert-type scales for data collection regarding the effectiveness and acceptance
of the methodology applied within the study group. The results demonstrate a significant improvement
in both fluency and accuracy, alongside a notable reduction in communicative stress levels. It is
concluded that the design of authentic tasks creates a secure practice environment that minimizes the
affective filter, allowing students to transfer their technical knowledge into English more naturally. This
research confirms that the TBL approach is a superior, comprehensive tool for EAP (English for
Academic Purposes), as it not only develops technical speaking skills but also effectively manages the
psychological barriers that impede learning.
Keywords: tasks, language anxiety, effectiveness, appraisal
1 Autor principal
Correspondencia: patog_77@hotmail.com
pág. 8222
Mejora de la competencia oral en IFA mediante el Aprendizaje
Basado en Tareas
RESUMEN
El presente estudio analiza la eficacia del Aprendizaje Basado en Tareas (TBL) como estrategia para
fortalecer la competencia oral y reducir la ansiedad lingüística en estudiantes de Inglés con Fines
Académicos (IFA). En el ámbito profesional, el temor al error suele inhibir la comunicación; por ello,
el objetivo de esta investigación es demostrar cómo el TBL, al centrarse en la secuenciación lógica de
tareas y el significado, optimiza el desempeño comunicativo y mejora el bienestar emocional del
alumno. Se empleó una metodología cuantitativa descriptiva, utilizando rúbricas de evaluación oral y
escalas de tipo Likert para la recolección de datos referentes la efectividad y aceptación de la
metodología aplicada en el grupo de estudio. Los resultados demuestran una mejora significativa en la
fluidez y precisión, junto con una reducción notable en los niveles de estrés comunicativo. Se concluye
que el diseño de tareas auténticas crea un entorno de práctica seguro que minimiza el filtro afectivo,
permitiendo que el estudiante transfiera sus conocimientos técnicos al inglés de forma más natural. Esta
investigación ratifica que el enfoque TBL es una herramienta integral superior para el IFA, pues no solo
desarrolla la habilidad técnica del habla, sino que gestiona eficazmente las barreras psicológicas que
limitan el aprendizaje.
Palabras clave: tareas, ansiedad lingüística, efectividad, valoración
Artículo recibido 02 febrero 2026
Aceptado para publicación: 27 febrero 2026
Mejora de la competencia oral en IFA mediante el Aprendizaje
Basado en Tareas
RESUMEN
El presente estudio analiza la eficacia del Aprendizaje Basado en Tareas (TBL) como estrategia para
fortalecer la competencia oral y reducir la ansiedad lingüística en estudiantes de Inglés con Fines
Académicos (IFA). En el ámbito profesional, el temor al error suele inhibir la comunicación; por ello,
el objetivo de esta investigación es demostrar cómo el TBL, al centrarse en la secuenciación lógica de
tareas y el significado, optimiza el desempeño comunicativo y mejora el bienestar emocional del
alumno. Se empleó una metodología cuantitativa descriptiva, utilizando rúbricas de evaluación oral y
escalas de tipo Likert para la recolección de datos referentes la efectividad y aceptación de la
metodología aplicada en el grupo de estudio. Los resultados demuestran una mejora significativa en la
fluidez y precisión, junto con una reducción notable en los niveles de estrés comunicativo. Se concluye
que el diseño de tareas auténticas crea un entorno de práctica seguro que minimiza el filtro afectivo,
permitiendo que el estudiante transfiera sus conocimientos técnicos al inglés de forma más natural. Esta
investigación ratifica que el enfoque TBL es una herramienta integral superior para el IFA, pues no solo
desarrolla la habilidad técnica del habla, sino que gestiona eficazmente las barreras psicológicas que
limitan el aprendizaje.
Palabras clave: tareas, ansiedad lingüística, efectividad, valoración
Artículo recibido 02 febrero 2026
Aceptado para publicación: 27 febrero 2026
pág. 8223
INTRODUCTION
The pedagogical paradigm of English Language Teaching (ELT) has undergone a continuous
transformation, shifting its emphasis from methodologies rooted exclusively in structural and
grammatical components towards approaches that prioritize communicative competence and pragmatic
application.
Within this evolving framework, Task-Based Learning (TBL) has achieved prominence as a notably
efficacious and broadly implemented pedagogical model. TBLT is an approach to language teaching
that provides opportunities for students to engage in the authentic use of the target language through
tasks. (...) students learn language and develop skills as they work toward completing the task, which
motivates them to stretch their available language resources (Ellis, 2003a, p. 45). TBL is fundamentally
characterized by its focus on employing authentic, real-world tasks as the central mechanism for second
language acquisition. This stands in stark contrast to conventional instructional models, wherein the
discrete components of the target language are often presented and mastered in disaggregated isolation.
Task-Based Learning (TBL) is a pedagogical approach that places the task—a goal-oriented activity
with a clear outcome—at the center of the learning process. In the context of English language
acquisition, a task requires learners to use language meaningfully to achieve a specific, non-linguistic
purpose, much like they would in the real world. This emphasis on meaning over form encourages
learners to spontaneously draw upon and develop their existing linguistic resources.
“EAP is an approach to language education based on a close identification of the specific language
features, discourse practices, and communicative skills of target academic groups, recognizing their
particular subject-matter needs and expertise” (Hyland, 2006). EAP is a specialized form of language
instruction designed specifically to meet the demands of higher education. It focuses on equipping
college students with the precise communication skills, linguistic tools, and discourse practices they
need to succeed in their specific fields of study. Essentially, EAP recognizes that students require
language training tailored directly to the academic tasks and subject-matter knowledge they encounter
at university
INTRODUCTION
The pedagogical paradigm of English Language Teaching (ELT) has undergone a continuous
transformation, shifting its emphasis from methodologies rooted exclusively in structural and
grammatical components towards approaches that prioritize communicative competence and pragmatic
application.
Within this evolving framework, Task-Based Learning (TBL) has achieved prominence as a notably
efficacious and broadly implemented pedagogical model. TBLT is an approach to language teaching
that provides opportunities for students to engage in the authentic use of the target language through
tasks. (...) students learn language and develop skills as they work toward completing the task, which
motivates them to stretch their available language resources (Ellis, 2003a, p. 45). TBL is fundamentally
characterized by its focus on employing authentic, real-world tasks as the central mechanism for second
language acquisition. This stands in stark contrast to conventional instructional models, wherein the
discrete components of the target language are often presented and mastered in disaggregated isolation.
Task-Based Learning (TBL) is a pedagogical approach that places the task—a goal-oriented activity
with a clear outcome—at the center of the learning process. In the context of English language
acquisition, a task requires learners to use language meaningfully to achieve a specific, non-linguistic
purpose, much like they would in the real world. This emphasis on meaning over form encourages
learners to spontaneously draw upon and develop their existing linguistic resources.
“EAP is an approach to language education based on a close identification of the specific language
features, discourse practices, and communicative skills of target academic groups, recognizing their
particular subject-matter needs and expertise” (Hyland, 2006). EAP is a specialized form of language
instruction designed specifically to meet the demands of higher education. It focuses on equipping
college students with the precise communication skills, linguistic tools, and discourse practices they
need to succeed in their specific fields of study. Essentially, EAP recognizes that students require
language training tailored directly to the academic tasks and subject-matter knowledge they encounter
at university
pág. 8224
The necessity of TBL becomes particularly pronounced within English for Academic Purposes (EAP).
EAP instruction is not merely about teaching general English grammar and vocabulary; rather, it is a
specialized field that focuses on equipping non-native English speakers with the specific linguistic,
cognitive, and social skills necessary to succeed in higher education settings. (…) TBL enhances not
only linguistic competence but also critical thinking and problem-solving skills (Mudinillah et al.,
2024).
For the development of oral skills in non-native speakers, TBL in EAP is crucial because the core
academic activities students must master are inherently task-oriented to achieve the objectives of the
lesson. As Ok (2024) states “TBL is inherently outcome-oriented, with each task designed to achieve a
specific, measurable goal.”
TBL provides a relevant and engaging context for EAP students to practice and refine the complex oral
communication skills essential for academic success. The learning focus shifts from simply knowing
grammatical rules to the effective, functional use of language to achieve a clearly defined academic
goal.
This article explores the utility and instructional effectiveness of implementing Task-Based Learning
(TBL) within the EAP course focused on improving speaking skills. The power of Task-Based Learning
(TBL) in English for Academic Purposes (EAP) is fully realized when tasks seamlessly connect
receptive skills to productive outcomes. This synergy is supported by research indicating that "not only
did the students perform better in reading and writing by studying with TBL, but it was found in this
study that they also performed better in speaking" (Viriya, 2018, p. 343).
Crucially, TBL in EAP offers a powerful mechanism for developing oral skills by naturally and
intentionally integrating them with previous reading and listening comprehension activities. The 'task'
itself provides the communicative need, but the successful completion of academic tasks requires prior
input processing.
The integration achieved through TBL addresses a key limitation of traditional methods, which often
treat the four skills (reading, listening, and speaking) in isolation, failing to prepare non-native speakers
for the real-world demands of academic study, where skills are always intertwined.
The necessity of TBL becomes particularly pronounced within English for Academic Purposes (EAP).
EAP instruction is not merely about teaching general English grammar and vocabulary; rather, it is a
specialized field that focuses on equipping non-native English speakers with the specific linguistic,
cognitive, and social skills necessary to succeed in higher education settings. (…) TBL enhances not
only linguistic competence but also critical thinking and problem-solving skills (Mudinillah et al.,
2024).
For the development of oral skills in non-native speakers, TBL in EAP is crucial because the core
academic activities students must master are inherently task-oriented to achieve the objectives of the
lesson. As Ok (2024) states “TBL is inherently outcome-oriented, with each task designed to achieve a
specific, measurable goal.”
TBL provides a relevant and engaging context for EAP students to practice and refine the complex oral
communication skills essential for academic success. The learning focus shifts from simply knowing
grammatical rules to the effective, functional use of language to achieve a clearly defined academic
goal.
This article explores the utility and instructional effectiveness of implementing Task-Based Learning
(TBL) within the EAP course focused on improving speaking skills. The power of Task-Based Learning
(TBL) in English for Academic Purposes (EAP) is fully realized when tasks seamlessly connect
receptive skills to productive outcomes. This synergy is supported by research indicating that "not only
did the students perform better in reading and writing by studying with TBL, but it was found in this
study that they also performed better in speaking" (Viriya, 2018, p. 343).
Crucially, TBL in EAP offers a powerful mechanism for developing oral skills by naturally and
intentionally integrating them with previous reading and listening comprehension activities. The 'task'
itself provides the communicative need, but the successful completion of academic tasks requires prior
input processing.
The integration achieved through TBL addresses a key limitation of traditional methods, which often
treat the four skills (reading, listening, and speaking) in isolation, failing to prepare non-native speakers
for the real-world demands of academic study, where skills are always intertwined.
pág. 8225
Purpose of the study
The objective of this study is to evaluate the pedagogical effectiveness of the Task-Based Learning
(TBL) framework within an EAP context, specifically focusing on its impact in enhancing the oral
proficiency and communicative competence of second-language learners
Research questions
The following research questions were formulated to guide the investigation:
• Instructional Scaffolding Effectiveness To what extent does the sequential integration of receptive-
to-productive tasks effectively prepare students for the cognitive demands of oral academic output?
• Affective Impact and Anxiety Mitigation How effective is the TBL methodology in reducing
foreign language speaking anxiety and fostering communicative confidence among students during
peer-to-peer interaction?
• Synthesis and Productive Competence What is the measurable effectiveness of the TBL cycle in
enhancing students' speaking skills?
• TBL Validation: What is the pedagogical effectiveness of the TBL scaffolding sequence in
mediating student confidence and performance during complex academic speaking tasks?
Task-based Learning Approach in English for Academic Purposes Teaching.
Task-based methodology is fundamentally underpinned by constructivism, which Fosnot (2005)
characterizes as a theory of knowledge and learning. It posits that learning occurs as students synthesize
previous and new experiences, thereby establishing themselves as the central active participants in the
language learning journey. “Teaching a lesson using TBLT considers the lesson's elements with the task
as its important element” (Willis & Willis, 2007). In order for students to achieve the designated
learning objectives, the instructor must implement the three phases of this methodology: Pre-task, Task-
cycle, and Language focus (Willis, 1996). This instructional framework serves to guide classroom tasks,
ensuring that linguistic development is systematically supported throughout the pedagogical process.
The Pre-task phase aims to motivate and engage students with the intended learning outcomes and
results of the final task. “The purpose of the pre-task phase is to prepare students to perform the task
in ways that will promote acquisition" (Ellis, 2006, p. 21).
Purpose of the study
The objective of this study is to evaluate the pedagogical effectiveness of the Task-Based Learning
(TBL) framework within an EAP context, specifically focusing on its impact in enhancing the oral
proficiency and communicative competence of second-language learners
Research questions
The following research questions were formulated to guide the investigation:
• Instructional Scaffolding Effectiveness To what extent does the sequential integration of receptive-
to-productive tasks effectively prepare students for the cognitive demands of oral academic output?
• Affective Impact and Anxiety Mitigation How effective is the TBL methodology in reducing
foreign language speaking anxiety and fostering communicative confidence among students during
peer-to-peer interaction?
• Synthesis and Productive Competence What is the measurable effectiveness of the TBL cycle in
enhancing students' speaking skills?
• TBL Validation: What is the pedagogical effectiveness of the TBL scaffolding sequence in
mediating student confidence and performance during complex academic speaking tasks?
Task-based Learning Approach in English for Academic Purposes Teaching.
Task-based methodology is fundamentally underpinned by constructivism, which Fosnot (2005)
characterizes as a theory of knowledge and learning. It posits that learning occurs as students synthesize
previous and new experiences, thereby establishing themselves as the central active participants in the
language learning journey. “Teaching a lesson using TBLT considers the lesson's elements with the task
as its important element” (Willis & Willis, 2007). In order for students to achieve the designated
learning objectives, the instructor must implement the three phases of this methodology: Pre-task, Task-
cycle, and Language focus (Willis, 1996). This instructional framework serves to guide classroom tasks,
ensuring that linguistic development is systematically supported throughout the pedagogical process.
The Pre-task phase aims to motivate and engage students with the intended learning outcomes and
results of the final task. “The purpose of the pre-task phase is to prepare students to perform the task
in ways that will promote acquisition" (Ellis, 2006, p. 21).
pág. 8226
The ultimate goal of this study is evaluate TBLT effectiveness to improve speaking skills. To achieve
this, the instructor designs a task sequence that students must navigate to reach their objectives.
In this study, the Pre-task phase focused on vocabulary building related to the topic of study. Its
implementation involved various tasks designed to promote the acquisition of meaning and contextual
usage. These included matching exercises, gap-filling, crosswords, brainstorming, and gamified
activities. Furthermore, tasks aimed at vocabulary identification and recognition were incorporated
through audio and video comprehension. The primary purpose of these activities was to ensure students
could accurately identify and employ the lexicon within each task.
During the Task-cycle phase, efforts were directed toward strengthening and consolidating reading
comprehension. Both collaborative and individual tasks were generated. The former focused on literal
information retrieval through open-ended and closed-ended questionnaires, as well as the
characterization of study topics and text completion exercises. “Skimming is reading a text quickly to
get to the heart or point... allowing them to understand its main idea and find certain details efficiently"
(Pido & Mubarokah, 2024). "The objective was to facilitate intensive group reading and to identify the
main ideas within the information provided.. "The task cycle offers learners the chance to use whatever
language they already know in order to carry out the task, and then to improve that language under
teacher guidance" (Willis, 1996, p. 53)
Individual reading tasks promoted reading comprehension focused on scanning for specific ideas and
key details within the information. Scanning is a quick-reading technique to find certain information
or specific information in a reading “Scanning involves searching for specific information in a text...
allowing readers to identify significant details and find certain data efficiently without reading the entire
passage" (Nur wahida et al., 2022; Ansari & Bakar, 2021). To this end, questionnaires were
administered featuring open-ended questions, true/false items, and tasks requiring contrast and
comparison, as well as activities focused on the evaluation and critical analysis of information.
"Input elaboration in task-based materials maintains complexity while increasing regularity and
redundancy, supporting learner decoding during the task cycle" (Long, 2022). Receptive tasks sought
to strengthen reading and listening comprehension through the identification of information in authentic
audio and video materials related to the topics of study.
The ultimate goal of this study is evaluate TBLT effectiveness to improve speaking skills. To achieve
this, the instructor designs a task sequence that students must navigate to reach their objectives.
In this study, the Pre-task phase focused on vocabulary building related to the topic of study. Its
implementation involved various tasks designed to promote the acquisition of meaning and contextual
usage. These included matching exercises, gap-filling, crosswords, brainstorming, and gamified
activities. Furthermore, tasks aimed at vocabulary identification and recognition were incorporated
through audio and video comprehension. The primary purpose of these activities was to ensure students
could accurately identify and employ the lexicon within each task.
During the Task-cycle phase, efforts were directed toward strengthening and consolidating reading
comprehension. Both collaborative and individual tasks were generated. The former focused on literal
information retrieval through open-ended and closed-ended questionnaires, as well as the
characterization of study topics and text completion exercises. “Skimming is reading a text quickly to
get to the heart or point... allowing them to understand its main idea and find certain details efficiently"
(Pido & Mubarokah, 2024). "The objective was to facilitate intensive group reading and to identify the
main ideas within the information provided.. "The task cycle offers learners the chance to use whatever
language they already know in order to carry out the task, and then to improve that language under
teacher guidance" (Willis, 1996, p. 53)
Individual reading tasks promoted reading comprehension focused on scanning for specific ideas and
key details within the information. Scanning is a quick-reading technique to find certain information
or specific information in a reading “Scanning involves searching for specific information in a text...
allowing readers to identify significant details and find certain data efficiently without reading the entire
passage" (Nur wahida et al., 2022; Ansari & Bakar, 2021). To this end, questionnaires were
administered featuring open-ended questions, true/false items, and tasks requiring contrast and
comparison, as well as activities focused on the evaluation and critical analysis of information.
"Input elaboration in task-based materials maintains complexity while increasing regularity and
redundancy, supporting learner decoding during the task cycle" (Long, 2022). Receptive tasks sought
to strengthen reading and listening comprehension through the identification of information in authentic
audio and video materials related to the topics of study.
pág. 8227
These included gap-filling exercises, multiple-choice questions, as well as activities for the repetition
and reproduction of pronunciation, intonation, and vocalization of both the lexicon and the content.
Leveraging Task-Based Learning (TBL) for Speaking Skill Development
Among the communicative language skills, speaking demands the greatest effort and has the most
significant impact on second language acquisition. Speaking activities involve not only phonological
and grammatical aspects but also carry a high emotional stakes; in this regard, Ramírez-García and
Thompson (2025) argue that emotional stability is a prerequisite for fluency, as the cognitive impact of
anxiety can actively inhibit the retrieval of complex grammatical structures during real-time interaction
Foreign language anxiety plays a pivotal role in the quality of oral production. It is a persistent challenge
for learners, encompassing stage fright and the fear of negative evaluation, which are manifested
through the frequent use of fillers, hesitation, and stuttering. Furthermore, Bennett and Zhao (2025)
highlight that these stressors often escalate into physiological symptoms, including palpitations and
diaphoresis, which compromise the learner’s cognitive capacity to retrieve language structures under
pressure."
The significant impact of Task-Based Learning (TBL) on the development of speaking skills is rooted
in its pedagogical scaffolding structure. By progressing through preliminary stages of vocabulary
acquisition, group and individual reading, and listening activities, learners do not encounter oral
production in a communicative vacuum. This systematic process reduces cognitive load and language
anxiety, enabling students to recycle comprehensible input and transform it into productive output. The
integration of these sub-tasks ensures that, upon reaching the final speaking activity, the student
possesses both the lexical tools and the psychological confidence required for authentic and fluent
communication
In this study oral production tasks were developed starting from vocabulary familiarization through its
use in short sentences. The speaking sequence was consistently scaffolded, ranging from isolated
definitions focused on technical terminology to general descriptions of the subject matter. This process
encompassed the improvement of pronunciation, tone, and vocalization through both group and
individual repetition activities. "To improve speaking skills, the task cycle must allow for an internal
planning phase where the student organizes their discourse, thereby balancing fluency with accuracy."
These included gap-filling exercises, multiple-choice questions, as well as activities for the repetition
and reproduction of pronunciation, intonation, and vocalization of both the lexicon and the content.
Leveraging Task-Based Learning (TBL) for Speaking Skill Development
Among the communicative language skills, speaking demands the greatest effort and has the most
significant impact on second language acquisition. Speaking activities involve not only phonological
and grammatical aspects but also carry a high emotional stakes; in this regard, Ramírez-García and
Thompson (2025) argue that emotional stability is a prerequisite for fluency, as the cognitive impact of
anxiety can actively inhibit the retrieval of complex grammatical structures during real-time interaction
Foreign language anxiety plays a pivotal role in the quality of oral production. It is a persistent challenge
for learners, encompassing stage fright and the fear of negative evaluation, which are manifested
through the frequent use of fillers, hesitation, and stuttering. Furthermore, Bennett and Zhao (2025)
highlight that these stressors often escalate into physiological symptoms, including palpitations and
diaphoresis, which compromise the learner’s cognitive capacity to retrieve language structures under
pressure."
The significant impact of Task-Based Learning (TBL) on the development of speaking skills is rooted
in its pedagogical scaffolding structure. By progressing through preliminary stages of vocabulary
acquisition, group and individual reading, and listening activities, learners do not encounter oral
production in a communicative vacuum. This systematic process reduces cognitive load and language
anxiety, enabling students to recycle comprehensible input and transform it into productive output. The
integration of these sub-tasks ensures that, upon reaching the final speaking activity, the student
possesses both the lexical tools and the psychological confidence required for authentic and fluent
communication
In this study oral production tasks were developed starting from vocabulary familiarization through its
use in short sentences. The speaking sequence was consistently scaffolded, ranging from isolated
definitions focused on technical terminology to general descriptions of the subject matter. This process
encompassed the improvement of pronunciation, tone, and vocalization through both group and
individual repetition activities. "To improve speaking skills, the task cycle must allow for an internal
planning phase where the student organizes their discourse, thereby balancing fluency with accuracy."
pág. 8228
(Skehan, 2023). Videos were utilized as a primary tool to promote speaking skills. The voice-over
dubbing strategy consisted of replacing the original audio track of the video. Additional strategies
involved replacing the original script, which required collaborative writing through collective student
participation. Furthermore, both individual and collaborative oral presentations were conducted.
Simultaneously, efforts were directed toward minimizing language anxiety (LA) during speaking tasks.
To achieve this, dubbing tasks were recorded asynchronously, thereby mitigating performance anxiety
while promoting repetition and autonomous refinement. As noted by Guanuche (2025), “The use of
dubbing can help reduce Language Anxiety (LA) by providing a secure environment where students
can practice speaking without the fear of being judged for their errors. “Individual and small-group
presentations were conducted solely in front of the instructor to mitigate stage fright and the fear of peer
judgment. Subsequently, students progressed to delivering presentations before larger audiences. This
sequenced approach allowed for a gradual exposure to public speaking, building learner confidence
before they faced a full-scale audience.
Task sequencing allows learners to navigate from simple to increasingly complex tasks in a logical
progression. This process facilitates a cognitive shift from the comprehension of meaning toward the
practical use and linguistic form of the language. By doing so, it consolidates the learning process
through the stages of familiarization, reproduction, production, and creative language use, ultimately
fostering long-term memory retention. “A piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in the target language while their attention is
primarily focused on meaning rather than form” (Nunan, 1989, p. 10).
METHODS
The methodology of this study is grounded in a quantitative descriptive approach. The primary objective
was to evaluate the perceived efficacy of Task-Based Learning (TBL) among EAP students, as well as
its impact on developing speaking skills.
Participants
The study was conducted with 30 B1 leveled students 7 male and 23 female who studied English for
Academic Purposes in Biochemistry and Pharmacy school in a Public university in Ecuador. The mean
age of the study group was 26.0 years (SD = 2.74).
(Skehan, 2023). Videos were utilized as a primary tool to promote speaking skills. The voice-over
dubbing strategy consisted of replacing the original audio track of the video. Additional strategies
involved replacing the original script, which required collaborative writing through collective student
participation. Furthermore, both individual and collaborative oral presentations were conducted.
Simultaneously, efforts were directed toward minimizing language anxiety (LA) during speaking tasks.
To achieve this, dubbing tasks were recorded asynchronously, thereby mitigating performance anxiety
while promoting repetition and autonomous refinement. As noted by Guanuche (2025), “The use of
dubbing can help reduce Language Anxiety (LA) by providing a secure environment where students
can practice speaking without the fear of being judged for their errors. “Individual and small-group
presentations were conducted solely in front of the instructor to mitigate stage fright and the fear of peer
judgment. Subsequently, students progressed to delivering presentations before larger audiences. This
sequenced approach allowed for a gradual exposure to public speaking, building learner confidence
before they faced a full-scale audience.
Task sequencing allows learners to navigate from simple to increasingly complex tasks in a logical
progression. This process facilitates a cognitive shift from the comprehension of meaning toward the
practical use and linguistic form of the language. By doing so, it consolidates the learning process
through the stages of familiarization, reproduction, production, and creative language use, ultimately
fostering long-term memory retention. “A piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in the target language while their attention is
primarily focused on meaning rather than form” (Nunan, 1989, p. 10).
METHODS
The methodology of this study is grounded in a quantitative descriptive approach. The primary objective
was to evaluate the perceived efficacy of Task-Based Learning (TBL) among EAP students, as well as
its impact on developing speaking skills.
Participants
The study was conducted with 30 B1 leveled students 7 male and 23 female who studied English for
Academic Purposes in Biochemistry and Pharmacy school in a Public university in Ecuador. The mean
age of the study group was 26.0 years (SD = 2.74).
pág. 8229
The Task-based learning methodology was applied for 5 months including vocabulary building, reading
comprehension, listening comprehension and speaking tasks.
Table 1 Participants
Genre N° of students Percentage
Female 23 76.67%
Male 7 33.33%
Total 30 100%
Instrumentation
Following the instructional period, data were collected using a Perception Questionnaire. The
questionnaire consisted of 11 questions focused on determining the effectiveness of the tasks performed
in the study and the Task-Based Learning (TBL) methodology in the context of English for Academic
Purposes (EAP) including questions related to the effectiveness to build vocabulary. Improve reading
and listening comprehension, as well as speaking skills. The students also validate the strategies to
reduce language anxiety when speaking and. Two questions were focused on getting information about
acceptance and recommendation of the strategy in teaching English for academic purposes. The
instrument utilized a 5-point Likert scale (ranging from 'Very Ineffective' to 'Very effective') to assess
students' attitudes toward the efficacy of the TBL methodology.
Procedure
This study was conducted from August 2025 to January 2026 and was carried on twice a week for
twenty-eight sessions. The study consisted of a sequence of activities including vocabulary building,
reading comprehension, listening comprehension and speaking tasks applying the Task-Based
Language Teaching (TBLT).
The professor used authentic materials and all the exercises and class activities were designed around a
specific theme. The researcher used realia, videos, audios, books and technological aids (gamification),
to feedback and strengthen the learning of the subject matter.
At the end of the study, an 11-item validation survey assessed the methodology's effectiveness. The
questions as well as the tasks developed in the course were sequenced to provide complementary data,
focusing on the integration of language skills, such as; reading, listening, and speaking.
The Task-based learning methodology was applied for 5 months including vocabulary building, reading
comprehension, listening comprehension and speaking tasks.
Table 1 Participants
Genre N° of students Percentage
Female 23 76.67%
Male 7 33.33%
Total 30 100%
Instrumentation
Following the instructional period, data were collected using a Perception Questionnaire. The
questionnaire consisted of 11 questions focused on determining the effectiveness of the tasks performed
in the study and the Task-Based Learning (TBL) methodology in the context of English for Academic
Purposes (EAP) including questions related to the effectiveness to build vocabulary. Improve reading
and listening comprehension, as well as speaking skills. The students also validate the strategies to
reduce language anxiety when speaking and. Two questions were focused on getting information about
acceptance and recommendation of the strategy in teaching English for academic purposes. The
instrument utilized a 5-point Likert scale (ranging from 'Very Ineffective' to 'Very effective') to assess
students' attitudes toward the efficacy of the TBL methodology.
Procedure
This study was conducted from August 2025 to January 2026 and was carried on twice a week for
twenty-eight sessions. The study consisted of a sequence of activities including vocabulary building,
reading comprehension, listening comprehension and speaking tasks applying the Task-Based
Language Teaching (TBLT).
The professor used authentic materials and all the exercises and class activities were designed around a
specific theme. The researcher used realia, videos, audios, books and technological aids (gamification),
to feedback and strengthen the learning of the subject matter.
At the end of the study, an 11-item validation survey assessed the methodology's effectiveness. The
questions as well as the tasks developed in the course were sequenced to provide complementary data,
focusing on the integration of language skills, such as; reading, listening, and speaking.
pág. 8230
Data analysis
The collected data was collected carried out though an online survey and analyzed with SPSS version
26. Descriptive statistics, including mean (M) and standard deviation (SD) was used to determine the
effectiveness of the intervention, an Independent Samples T-test was conducted
RESULTS
Graph. 1
This chart illustrates the positive impact and effectiveness of Task-Based Language Teaching
(TBLT) on students' speaking abilities over three distinct stages of pedagogical intervention.
The graph shows a consistent upward trend in speaking performance scores, which can be broken down
as follows:
In the Initial Speaking Stage (Baseline) the students began with a mean score of 1.88/3 points. This
represents the starting point before the TBL and dubbing and more frequent oral presentations were
fully implemented. During the implementation of the methodology, which underwent both formative
and summative evaluation between weeks 4 and 8. A constant improvement was evidenced. There was
a significant increase to 2.25/3 points. This suggests that as students navigated the TBL sequence (Pre-
task and Task-cycle), their oral proficiency began to improve through constant familiarization and
reproduction tasks. During the Post-Intervention Stage, the final score reached 2.7/3 points, indicating
a substantial overall gain. This peak reflects the successful consolidation of speaking skills after
completing the full methodology, including the creative and autonomous dubbing tasks.
1,881,881,881,88
2,252,252,252,25
2,72,72,72,7
INITIAL SPEAKING SCORES
DURING INTERVENTION SPEAKING…
POST INTERVENTION SPEAKING…
1,5
1,7
1,9
2,1
2,3
2,5
2,7
2,9
S P E A K I N G S C O R E S E V O L U T I O N
Data analysis
The collected data was collected carried out though an online survey and analyzed with SPSS version
26. Descriptive statistics, including mean (M) and standard deviation (SD) was used to determine the
effectiveness of the intervention, an Independent Samples T-test was conducted
RESULTS
Graph. 1
This chart illustrates the positive impact and effectiveness of Task-Based Language Teaching
(TBLT) on students' speaking abilities over three distinct stages of pedagogical intervention.
The graph shows a consistent upward trend in speaking performance scores, which can be broken down
as follows:
In the Initial Speaking Stage (Baseline) the students began with a mean score of 1.88/3 points. This
represents the starting point before the TBL and dubbing and more frequent oral presentations were
fully implemented. During the implementation of the methodology, which underwent both formative
and summative evaluation between weeks 4 and 8. A constant improvement was evidenced. There was
a significant increase to 2.25/3 points. This suggests that as students navigated the TBL sequence (Pre-
task and Task-cycle), their oral proficiency began to improve through constant familiarization and
reproduction tasks. During the Post-Intervention Stage, the final score reached 2.7/3 points, indicating
a substantial overall gain. This peak reflects the successful consolidation of speaking skills after
completing the full methodology, including the creative and autonomous dubbing tasks.
1,881,881,881,88
2,252,252,252,25
2,72,72,72,7
INITIAL SPEAKING SCORES
DURING INTERVENTION SPEAKING…
POST INTERVENTION SPEAKING…
1,5
1,7
1,9
2,1
2,3
2,5
2,7
2,9
S P E A K I N G S C O R E S E V O L U T I O N
pág. 8231
Graph. 2
The bar chart illustrates the students' perception of how effective the TBLT methodology and
dubbing strategy was in managing their language anxiety
A significant majority of the participants 17 students (56.66%) rated the intervention as "Very
Effective" in reducing their linguistic anxiety. 9 students (30 %) found it "Effective," A total of 26 out
of 30 students reported a positive impact on their emotional state during speaking tasks. While 4
students (13.3 %) reported their perception as Neutral.
Upon completion of the course, a survey was administered to validate the effectiveness of the
pedagogical strategy.
The instrument was designed to gather data regarding the level of acceptance of the methodology
employed within the English for Specific Purposes (ESP) curriculum for students majoring in
Biochemistry and Pharmacy
0
5
10
15
20
Very ineffective Ineffective Neutral Effective Very effective
0 0
4
9
17
Foreign Language Anxiety
Graph. 2
The bar chart illustrates the students' perception of how effective the TBLT methodology and
dubbing strategy was in managing their language anxiety
A significant majority of the participants 17 students (56.66%) rated the intervention as "Very
Effective" in reducing their linguistic anxiety. 9 students (30 %) found it "Effective," A total of 26 out
of 30 students reported a positive impact on their emotional state during speaking tasks. While 4
students (13.3 %) reported their perception as Neutral.
Upon completion of the course, a survey was administered to validate the effectiveness of the
pedagogical strategy.
The instrument was designed to gather data regarding the level of acceptance of the methodology
employed within the English for Specific Purposes (ESP) curriculum for students majoring in
Biochemistry and Pharmacy
0
5
10
15
20
Very ineffective Ineffective Neutral Effective Very effective
0 0
4
9
17
Foreign Language Anxiety
pág. 8232
Graph. 3
The Appraisal of TBL chart shows the validation results of the methodology from the learners'
perspective.
The results show that 93.3% of the participants (28 out of 30) validated the TBL framework as a
successful pedagogical strategy indicating that the task sequence met the diverse needs of the student
group.
Graph. 4
The graph 4 chart displays the perceived effectiveness of Task-Based Learning (TBL) among a
group of 30 participants
The quantitative data illustrated in graph 4 confirms a high level of student satisfaction regarding the
efficacy of the TBL approach. The results reveal that 83.3% of the participants perceived the
methodology as either effective or very effective, while no negative perceptions were recorded.
0 0
2
9
19
0
2
4
6
8
10
12
14
16
18
20
Very ineffective Ineffective Neutral Effective Very effective
Appraisal of MTBL
0
5
8
17
0 2 4 6 8 10 12 14 16 18
Very ineffective Ineffective Neutral Effective Very effective
Series1 0 0 5 8 17
The Efficacy of the TBL Approach
Graph. 3
The Appraisal of TBL chart shows the validation results of the methodology from the learners'
perspective.
The results show that 93.3% of the participants (28 out of 30) validated the TBL framework as a
successful pedagogical strategy indicating that the task sequence met the diverse needs of the student
group.
Graph. 4
The graph 4 chart displays the perceived effectiveness of Task-Based Learning (TBL) among a
group of 30 participants
The quantitative data illustrated in graph 4 confirms a high level of student satisfaction regarding the
efficacy of the TBL approach. The results reveal that 83.3% of the participants perceived the
methodology as either effective or very effective, while no negative perceptions were recorded.
0 0
2
9
19
0
2
4
6
8
10
12
14
16
18
20
Very ineffective Ineffective Neutral Effective Very effective
Appraisal of MTBL
0
5
8
17
0 2 4 6 8 10 12 14 16 18
Very ineffective Ineffective Neutral Effective Very effective
Series1 0 0 5 8 17
The Efficacy of the TBL Approach
pág. 8233
This overwhelming consensus supports the transition toward learner-centered, task-based frameworks
to enhance speaking skills.
DISCUSSION
The behaviors and opinions observed among the students at the beginning of the course indicated that
the required content and skills were demanding, rigorous, and challenging, despite all participants
having achieved B1-level English proficiency according to the Common European Framework of
Reference (CEFR). While the students recognized that English for Academic Purposes (EAP) was
essential for their professional development, they perceived their linguistic competence—specifically
speaking skills—as insufficient. The Task-Based Learning (TBL) methodology facilitated a logical
sequencing of tasks, ensuring that receptive and productive skills, such as vocabulary acquisition,
reading and listening comprehension, and oral production, were consolidated throughout the course.
The findings of this research are supported by similar studies (Rattanawong, 2004; Sittichai,
Thummapon, & Churngchow, 2005), which found that TBL could improve English communicative
competence.
Regarding the utility and efficacy of Task-Based Learning for developing oral skills, this study aligns
with Nhung, N. T. (2023). in observing quantitative improvements in speaking performance following
the implementation of this methodology.
Regarding foreign language anxiety and its adverse impact on oral production, this study aligns with
Guanuche (2024), who indicates that stress and performance anxiety (stage fright) lead to demotivation
and a diminished interest in speaking activities. Conversely, the implementation of voice-over strategies
significantly reduced linguistic anxiety, leading to increased student motivation to refine their speaking
skills, a finding consistent with Guanuche (2025). The results of this research indicate that TBL’s
learner-centered approach reduces anxiety, boosts confidence, and enhances motivation by creating a
sense of relevance and personal engagement in the learning process, as noted by Ok (2024).
Furthermore, the strategic planning of authentic resources—aimed at achieving specific lesson
objectives and strengthening oral proficiency—is reflected in the quantitative improvements observed
in speaking assessments. This correlates with the findings of Abdelhafez and Abdallah (2015), who
emphasize that meaningful activities have a profound impact on mitigating language anxiety.
This overwhelming consensus supports the transition toward learner-centered, task-based frameworks
to enhance speaking skills.
DISCUSSION
The behaviors and opinions observed among the students at the beginning of the course indicated that
the required content and skills were demanding, rigorous, and challenging, despite all participants
having achieved B1-level English proficiency according to the Common European Framework of
Reference (CEFR). While the students recognized that English for Academic Purposes (EAP) was
essential for their professional development, they perceived their linguistic competence—specifically
speaking skills—as insufficient. The Task-Based Learning (TBL) methodology facilitated a logical
sequencing of tasks, ensuring that receptive and productive skills, such as vocabulary acquisition,
reading and listening comprehension, and oral production, were consolidated throughout the course.
The findings of this research are supported by similar studies (Rattanawong, 2004; Sittichai,
Thummapon, & Churngchow, 2005), which found that TBL could improve English communicative
competence.
Regarding the utility and efficacy of Task-Based Learning for developing oral skills, this study aligns
with Nhung, N. T. (2023). in observing quantitative improvements in speaking performance following
the implementation of this methodology.
Regarding foreign language anxiety and its adverse impact on oral production, this study aligns with
Guanuche (2024), who indicates that stress and performance anxiety (stage fright) lead to demotivation
and a diminished interest in speaking activities. Conversely, the implementation of voice-over strategies
significantly reduced linguistic anxiety, leading to increased student motivation to refine their speaking
skills, a finding consistent with Guanuche (2025). The results of this research indicate that TBL’s
learner-centered approach reduces anxiety, boosts confidence, and enhances motivation by creating a
sense of relevance and personal engagement in the learning process, as noted by Ok (2024).
Furthermore, the strategic planning of authentic resources—aimed at achieving specific lesson
objectives and strengthening oral proficiency—is reflected in the quantitative improvements observed
in speaking assessments. This correlates with the findings of Abdelhafez and Abdallah (2015), who
emphasize that meaningful activities have a profound impact on mitigating language anxiety.
pág. 8234
CONCLUSIONS
The validation survey regarding the implementation of the Task-Based Learning (TBL) methodology
confirms its effectiveness in enhancing oral proficiency. The logical sequencing of diverse tasks,
coupled with the integration of authentic resources aligned with specific lesson objectives, facilitated
superior student performance in speaking activities. Furthermore, through active socialization and
engagement with the subject matter, students demonstrated a significant reduction in foreign language
anxiety. Consequently, the methodology fosters a more supportive emotional environment, thereby
promoting self-confidence, psychological security, and overall academic achievement.
The quantitative results of the speaking assessments reveal a consistent upward trend increasing from
1.88/3 to 2.7/3 points—throughout the various stages of implementation, further substantiating the
efficacy of this pedagogical approach. This intervention received overwhelming validation from the
participants, with 93.3% appraising the TBL framework as an effective tool for language learning. This
positive reception is intrinsically linked to the reduction of Foreign Language Anxiety, as the majority
of learners (86.6%) felt the strategy provided the secure environment necessary for practice. Ultimately,
this dual validation—both psychological and methodological—is reflected in the quantitative success
of the study, which saw a significant rise in speaking proficiency scores.
From a pedagogical perspective, these results suggest that transitioning toward a TBL framework is a
necessary step in addressing the affective needs of L2 learners. By prioritizing tasks that mirror real-
world communicative demands, educators can lower the 'affective filter,' ensuring that cognitive
development is not hindered by performance anxiety. While these results are compelling, future
research should explore the long-term retention of these gains through longitudinal studies across
different proficiency levels. In conclusion, this research underscores that when language learning is
rooted in meaningful action rather than rote memorization, students not only perform better
academically but also develop the communicative resilience necessary for their professional futures.
CONCLUSIONS
The validation survey regarding the implementation of the Task-Based Learning (TBL) methodology
confirms its effectiveness in enhancing oral proficiency. The logical sequencing of diverse tasks,
coupled with the integration of authentic resources aligned with specific lesson objectives, facilitated
superior student performance in speaking activities. Furthermore, through active socialization and
engagement with the subject matter, students demonstrated a significant reduction in foreign language
anxiety. Consequently, the methodology fosters a more supportive emotional environment, thereby
promoting self-confidence, psychological security, and overall academic achievement.
The quantitative results of the speaking assessments reveal a consistent upward trend increasing from
1.88/3 to 2.7/3 points—throughout the various stages of implementation, further substantiating the
efficacy of this pedagogical approach. This intervention received overwhelming validation from the
participants, with 93.3% appraising the TBL framework as an effective tool for language learning. This
positive reception is intrinsically linked to the reduction of Foreign Language Anxiety, as the majority
of learners (86.6%) felt the strategy provided the secure environment necessary for practice. Ultimately,
this dual validation—both psychological and methodological—is reflected in the quantitative success
of the study, which saw a significant rise in speaking proficiency scores.
From a pedagogical perspective, these results suggest that transitioning toward a TBL framework is a
necessary step in addressing the affective needs of L2 learners. By prioritizing tasks that mirror real-
world communicative demands, educators can lower the 'affective filter,' ensuring that cognitive
development is not hindered by performance anxiety. While these results are compelling, future
research should explore the long-term retention of these gains through longitudinal studies across
different proficiency levels. In conclusion, this research underscores that when language learning is
rooted in meaningful action rather than rote memorization, students not only perform better
academically but also develop the communicative resilience necessary for their professional futures.
pág. 8235
REFERENCES
Abdelhafez, H. A., & Abdallah, M. (2015). Making it ‘authentic’: Egyptian EFL student teachers'
awareness and use of online authentic language materials and their learning motivation. Journal
of Research in Curriculum, Instruction and Educational Technology, 41(2713), 1–34.
Bennett, S. L., & Zhao, X. (2025). The physiology of silence: Mapping the impact of performance
anxiety on second language fluency. International Journal of Applied Linguistics & Learner
Psychology, 22(1), 45-63. https://doi.org/10.1017/jalp.2025.01.04
Ellis, R. (2003). Designing a task-based syllabus. RELC Journal, 34(1), 64–81.
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Guanuche, R. (2024). The impact of anxiety on B1 student´s oral competence in the English language.
Ciencia Latina Revista Científica Multidisciplinar, 8(4).
Guanuche, R. (2025). Dubbing as a strategy to overcome language anxiety and improve oral
communication. Ciencia Latina Revista Científica Multidisciplinar, 9(2).
https://doi.org/10.37811/cl_rcm.v9i2.17265
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Long, M. H. (2022). Optimal input for language learning. University of California Press.
Mudinillah, A., Rahmi, N. S., & Taro, N. (2024). Task-based language teaching: A systematic review
of research and applications. Lingeduca: Journal of Language and Education Studies, 3(2),
102-115. https://doi.org/10.70177/lingeduca.v3i2.1352
Nhung, N. T. (2023). Using task–based learning to enhance English speaking skill for the first year
students at School of Foreign Languages–Thai Nguyen University. Journal of Educational
Equipment: Applied Research, 2(291).
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Nur Wahida, N., Sakkir, G., & Fariati, F. (2022). The use of scanning technique to improve students’
reading comprehension. Journal of Excellence in English Education, 1(2), 154-162.
Ok, E. (2024). Task-based language teaching as a framework for emerging research and pedagogical
innovation. ResearchGate.
REFERENCES
Abdelhafez, H. A., & Abdallah, M. (2015). Making it ‘authentic’: Egyptian EFL student teachers'
awareness and use of online authentic language materials and their learning motivation. Journal
of Research in Curriculum, Instruction and Educational Technology, 41(2713), 1–34.
Bennett, S. L., & Zhao, X. (2025). The physiology of silence: Mapping the impact of performance
anxiety on second language fluency. International Journal of Applied Linguistics & Learner
Psychology, 22(1), 45-63. https://doi.org/10.1017/jalp.2025.01.04
Ellis, R. (2003). Designing a task-based syllabus. RELC Journal, 34(1), 64–81.
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Guanuche, R. (2024). The impact of anxiety on B1 student´s oral competence in the English language.
Ciencia Latina Revista Científica Multidisciplinar, 8(4).
Guanuche, R. (2025). Dubbing as a strategy to overcome language anxiety and improve oral
communication. Ciencia Latina Revista Científica Multidisciplinar, 9(2).
https://doi.org/10.37811/cl_rcm.v9i2.17265
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Long, M. H. (2022). Optimal input for language learning. University of California Press.
Mudinillah, A., Rahmi, N. S., & Taro, N. (2024). Task-based language teaching: A systematic review
of research and applications. Lingeduca: Journal of Language and Education Studies, 3(2),
102-115. https://doi.org/10.70177/lingeduca.v3i2.1352
Nhung, N. T. (2023). Using task–based learning to enhance English speaking skill for the first year
students at School of Foreign Languages–Thai Nguyen University. Journal of Educational
Equipment: Applied Research, 2(291).
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Nur Wahida, N., Sakkir, G., & Fariati, F. (2022). The use of scanning technique to improve students’
reading comprehension. Journal of Excellence in English Education, 1(2), 154-162.
Ok, E. (2024). Task-based language teaching as a framework for emerging research and pedagogical
innovation. ResearchGate.
pág. 8236
Pido, N. W., & Mubarokah, A. (2024). The effectiveness of using skimming and scanning techniques
to improve students’ reading comprehension. Journal of English Language Teaching and
Learning (JETEL), 5(1), 45-56.
Ramírez-García, L., & Thompson, J. P. (2025). Emotional intelligence and oral production in EAP
contexts: A neuro-pedagogical perspective. Journal of Modern Language Studies, 14(2), 112-
130. https://doi.org/10.1016/jmls.2025.04.009
Rattanawong, C. (2004). Effects of teaching by using task-based learning towards English language
communicative ability of Pratomsuksa six learners [Unpublished master’s thesis].
Chulalongkorn University.
Sittichai, R., Thummapon, A., & Churngchow, C. (2005). Effects of task-based activities instruction
and reinforcement methods on English achievement of Mattayomsuksa II students. Journal of
Education Prince of Songkla University Pattani Campus, 16(1), 2-13.
Skehan, P. (2023). Cognition and second language instruction: A task-based perspective. Cambridge
University Press.
Viriya, C. (2018). Using task-based learning with students of academic English. Journal of Language
Teaching and Research, 9(2), 337-346.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Longman.
Pido, N. W., & Mubarokah, A. (2024). The effectiveness of using skimming and scanning techniques
to improve students’ reading comprehension. Journal of English Language Teaching and
Learning (JETEL), 5(1), 45-56.
Ramírez-García, L., & Thompson, J. P. (2025). Emotional intelligence and oral production in EAP
contexts: A neuro-pedagogical perspective. Journal of Modern Language Studies, 14(2), 112-
130. https://doi.org/10.1016/jmls.2025.04.009
Rattanawong, C. (2004). Effects of teaching by using task-based learning towards English language
communicative ability of Pratomsuksa six learners [Unpublished master’s thesis].
Chulalongkorn University.
Sittichai, R., Thummapon, A., & Churngchow, C. (2005). Effects of task-based activities instruction
and reinforcement methods on English achievement of Mattayomsuksa II students. Journal of
Education Prince of Songkla University Pattani Campus, 16(1), 2-13.
Skehan, P. (2023). Cognition and second language instruction: A task-based perspective. Cambridge
University Press.
Viriya, C. (2018). Using task-based learning with students of academic English. Journal of Language
Teaching and Research, 9(2), 337-346.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Longman.