THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON NON-ENGLISH MAJORED STUDENTS’ SPEAKING PERFORMANCE - A CASE STUDY AT DONG NAI TECHNOLOGY UNIVERSITY

Abstract

This study investigates the effect of Task-Based Language Teaching (TBLT) on English as a Foreign Language (EFL) students' speaking performance at Dong Nai Technology University. In the 2025 academic year, a total of 162 non–English majored students participated in this case study. The participants were divided into two groups: an experimental group that received training via TBLT, and a control group that was taught using traditional teacher-centered methods. In particular, this method was based on the Presentation–Practice–Production (PPP) model, which required students to generate language in a restricted number of form-focused tasks after teachers introduced linguistic structures and directed them through controlled practice. Speaking tasks in this approach typically prioritized repetition and accuracy over communicative meaning. Therefore, to assess speaking performance, data were collected through pre- and post-tests, as well as classroom observations. The results revealed that students in the experimental group outperformed their classmates in speaking performance, particularly fluency and communicative competence. The findings suggest that TBLT is an effective approach to enhancing EFL learners’ speaking performance in higher education. Incorporating task-based activities into English classes’ increases learner engagement, supports autonomy, and improves communication-related learning outcomes.