Improving EAP Speaking Skills through Task-Based Learning

Resumen

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.