TASK-BASED LANGUAGE TEACHING: BENEFITS AND CHALLENGES FOR SECONDARY SCHOOL STUDENTS

Abstract

ABSTRACT
This article investigates the effectiveness and challenges of applying Task-Based Language Teaching (TBLT) in secondary school English classrooms. Rooted in communicative and learner-centered theories proposed by Prabhu (1987), Ellis (2019), and Long (2016), TBLT emphasizes meaningful task performance as the core of language acquisition. The study employed a one-group experimental design involving 55 secondary school students aged 13–16, using pre- and post-test questionnaires administered through Google Forms. The results revealed significant improvements in students’ communicative confidence, motivation, and collaborative skills, with a 24.5% overall increase in engagement and language performance. Observational data further confirmed enhanced interaction, reduced fear of errors, and increased task completion rates. Despite these benefits, the study identified challenges related to limited instructional time, teacher preparedness, and curriculum alignment. The findings highlight TBLT as an effective approach for developing communicative competence when adapted to contextual realities of secondary education.