Ahmad Hassan Roll No. 16 (Bs Eng 7th Morning) .

Subject:
Basics of Research
Submitted By:
Ahmad Hassan
Submitted To:
Sir Riyaz Khan Dasti
Roll No:
BS-ENL-21-16
Class:
BS English 7th Semester (Morning)
University Of Layyah, Layyah
Research Proposal
Title:
Task-Based Language Teaching as a tool for enhancing ESL skills in

University students
Introduction:
Task-Based Language Teaching is a communicative approach to language teaching where learners

engage in meaningful tasks that require them to use the target language for real-world
purposes.The focus is on communication and using language to achieve goal , rather than just
learning grammar rules.
The concept of “Task” has become an important element in syllabus design, classroom teaching
and learner assessment. It underpins several significant researches agendas and it has influenced
educational policy-making in both ESL and EFL settings. In TBLT, a task requires learner to use
the target language to achieve a specific outcome. The outcome can be a product (for example a
written report , a presesntation) or a process (for example solving a problem, making a decision).
English is not only the medium of instruction at the university level but also a key requirement for
academic and professional success. However, despite the significance of English, many university
students struggle with mastering essential language skills such as speaking, listening, reading, and
writing. Task-Based Language Teaching has emerged as an innovative approach to language
learning, focusing on meaningful tasks that mirror real-world communication. This research aims
to investigate the potential of TBLT as an effective pedagogical tool for enhancing English as a
Second Language skills among university students.
Literature Review:
When teaching and learning a second language, tasks are at the heart of a methodology known as
Task-Based Language Teaching. According to Jackson (2022), in task-based language teaching
lessons encourage learners to engage in meaningful conversation and interaction in the target
language to progress towards language goals. Problem-solving, information-sharing, and decision
making are few examples of the skills students will need to do these tasks, which can occur in
both the classroom and the real world.
TBLT has been strengthened by David Nunan's contributions, especially in his work "Designing
Tasks for the Communicative Classroom" (1989). To improve interaction and meet the
requirements of students, he suggested that actions should be goal oriented and encourage
students to interact with one another. Ahmadian, (2016) investigates the effect of real-world
problem solving activities on students' oral communication skills in classroom. Students who
participate in real-world problem-solving activities speake more fluently and accurately than those
who have participated in more conventional grammar-based speaking exercises.
Several research have studied how role-plays and problem-solving activities affect learners'
speech and attitudes. Bryfonski, (2020) researched the effect of authentic lessons on the
articulation skills of adult ESL students. Research in other South Asian countries, such as
Pakistan, India and Bangladesh, has demonstrated that TBLT can enhance communication skills,
particularly in speaking and listening, which are often underemphasized in traditional English
instruction (Sharma, 2015).
Problem Statement:
Despite the increasing importance of English as a global language, many university students
struggle to develop proficient English language skills.Traditional language teaching methods often
priortize grammar and vocabulary instruction, neglecting the development of practical
communication skills. As a result students may lack the confidence and ability to effectively use
English in academicand professioal settings.
Research Questions:
The questions sometimes arise are;
1. How effective is Task-Based Language Teaching (TBLT) in improving ESL skills

(speaking, listening, writing, and reading) among university students ?
2. What are the perceptions of university students regarding TBLT as a language learning
tool?
3. How does TBLT influence students' motivation and engagement in learning English?
4. What challenges do teachers face when implementing TBLT in the ESL in the classroom?
Research Objectives:
 To identify the key factors that contribute to the successful implementation of TBLT in
university classrooms.
 To assess the effectiveness of Task-Based Language Teaching (TBLT) in improving ESL
skills (speaking, listening, reading, and writing) among students.
 To explore the challenges faced by ESL instructors in implementing TBLT in universities.
Research Methodology:
This research will adopt a mixed-methods approach, combining both quantitative and qualitative
research methods to assess Task-Based Language Teaching (TBLT) in enhancing ESL skills
among students. The study will include pre- and post-test assessments, surveys, interviews, and
classroom observations to gather diverse data on the impact of TBLT.
Participants:
The participants will include 100 ESL students from two public universities, selected from
intermediate-level English language courses. These students will be divided into two groups: one
will receive TBLT-based instruction (experimental group) and the other will follow traditional
methods (control group).
 Experimental Group: 50 students who will engage in task-based activities (e.g., group
discussions, role-plays, debates, project-based tasks).
 Control Group: 50 students who will receive conventional grammar and vocabulary
instruction, focusing on learning and memorization.
Data Collection:
Pre-Test and Post-Test: A standardized language proficiency test will be administered before
and after the intervention. The test will assess speaking, listening, reading, and writing skills.
Surveys: A questionnaire will be distributed to all participants after the intervention to assess their
perceptions.
Interviews: Semi-structured interviews will be conducted with a selected group of students to

gather in-depth insights into their experiences.
Discussion and Analysis:
The results will be analyzed to evaluate the effectiveness of TBLT in improving ESL skills. The
findings will likely indicate improvements in speaking, listening, reading, and writing, particularly
in terms of student engagement and motivation. For example, students may find that task-based
activities, such as debates or group presentations, increase their confidence in speaking English.
The research will also explore the challenges faced by teachers in implementing TBLT, such as
the need for additional teacher training, large class sizes, and insufficient classroom resources.
These findings will be discussed in relation to the broader challenges in education and provide
recommendations for overcoming these obstacles.
Time Duration:
The research will be completed within 4 months, as follows:
 Phase 1 (Month 1) Literature review, research design, participant recruitment, and

preparation of the pre-test materials.
 Phase 2 (Month 2) Implementation of TBLT tasks in the classrooms, administration of

the pre-test and post-test, and data collection through interviews and focus groups.
 Phase 3 (Month 3-4) Data analysis, interpretation, and writing of results and final report
writing, submission, and dissemination of findings.
References:
 Jackson, D.O., (2022). Task-Based language teaching. Cambridge University
Press.Retrieved
 Khan, F., Saadat. R.U., Yousaf. S., Fatima.I., Noreen.N. (2022). Child Protection Practices
and its Implementation at Elementary School
 Bukhari, S. A., & Ahmed, M. (2018). Task-Based Language Teaching in Pakistan:
Challenges and Opportunities.

Ahmad Hassan Roll No. 16 (Bs Eng 7th Morning) .

Uploaded by

Copyright:

Available Formats

Ahmad Hassan Roll No. 16 (Bs Eng 7th Morning) .

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ahmad Hassan Roll No. 16 (Bs Eng 7th Morning) .

Uploaded by

Copyright:

Available Formats

Subject:

University Of Layyah, Layyah

Task-Based Language Teaching as a tool for enhancing ESL skills in

Task-Based Language Teaching is a communicative approach to language teaching where learners

The questions sometimes arise are;

1. How effective is Task-Based Language Teaching (TBLT) in improving ESL skills

Interviews: Semi-structured interviews will be conducted with a selected group of students to

Discussion and Analysis:

The research will be completed within 4 months, as follows:

 Phase 1 (Month 1) Literature review, research design, participant recruitment, and

 Phase 2 (Month 2) Implementation of TBLT tasks in the classrooms, administration of

You might also like