The Impact of Task-Based Language Teaching on Learner Engagement and Proficiency in Second Language Acquisition

Abstract

Task-Based Language Teaching (TBLT) has emerged as a significant pedagogical approach in the realm of second language acquisition (SLA). This research investigates the impact of TBLT on learner engagement and proficiency, utilizing data from a comprehensive database of SLA studies. The findings indicate that TBLT enhances both learner engagement and proficiency by providing meaningful and contextually relevant tasks that promote active learning and practical language use. TBLT’s focus on real-life language use and interactive tasks fosters a more dynamic learning environment, leading to higher levels of motivation and sustained attention among learners. This meta-analysis synthesizes data from various studies to provide robust evidence supporting the implementation of TBLT in language education, emphasizing its benefits over traditional instructional methods. By integrating holistic language skills and promoting deeper cognitive processing, TBLT proves to be an effective approach for improving both engagement and proficiency in SLA.