TASK-BASED LANGUAGE TEACHING (TBLT) AS A TOOL FOR ENHANCING COMMUNICATIVE COMPETENCE IN UZBEK EFL CONTEXTS

Abstract

Task-Based Language Teaching (TBLT) has gained recognition as an effective approach for developing communicative competence in English as a Foreign Language (EFL) classrooms. This study investigates the impact of TBLT on Uzbek EFL learners’ speaking fluency, listening comprehension, vocabulary usage, classroom participation, and confidence in communication. A total of 50 intermediate-level students from secondary schools and language centers in Tashkent participated in a six-week intervention involving structured TBLT activities such as role-plays, problem-solving tasks, collaborative storytelling, information-gap exercises, and opinion-exchange discussions.

Data were collected through pre- and post-intervention assessments, classroom observations, and semi-structured interviews. The findings reveal significant improvements in all assessed areas, with notable increases in students’ confidence and active participation. Qualitative data indicate that learners found TBLT tasks engaging, meaningful, and motivating, providing opportunities for authentic language use and peer collaboration. The study concludes that TBLT is an effective, learner-centered approach that enhances communicative competence by fostering practical language use, learner autonomy, and socio-cognitive skills in Uzbek EFL contexts.