Exploring Obstacles and Effectiveness of Task-Based Language Teaching (TBLT) Approach in EFL Speaking Instruction: Insights from an Adult EFL Classroom

Abstract

The use of speaking skills in adult English as a Foreign Language (EFL) instruction is complex and multifaceted. Task-based language teaching (TBLT) offers an opportunity to improve EFL speaking abilities. However, more research is needed on the practical challenges of incorporating TBLT in adult EFL settings. The current study aimed to (1) identify obstacles in implementing the Task-Based Language Teaching (TBLT) approach in adult EFL speaking instruction, (2) explore learners’ perceptions of difficulties, (3) assess the effectiveness of TBLT methods, and (4) provide recommendations to improve the use of TBLT in adult EFL speaking classes. The study utilized qualitative research methods where 58 participants from an adult EFL speaking class in Dhaka, Bangladesh, were selected through purposive sampling. Data was collected through 90-day observations in an EFL-speaking classroom, audio and video recordings, and semi-structured interviews with 10 students and one instructor. The study found that students struggled with understanding English instructions and relied heavily on their first language (L1) during group discussions. Task-based activities and traditional language exercises were crucial for effective learning, but obstacles like nervousness, lack of confidence, and grammatical faults hindered the implementation of Task-Based Language Teaching (TBLT). Adult EFL learners recognized TBLT’s effectiveness in improving speaking skills, emphasizing the importance of regular practice and a supportive learning environment. In conclusion, the study emphasizes the need to address obstacles like lack of confidence, language difficulties, and inadequate instructional assistance in adult EFL instruction to improve speaking abilities and effectively achieve language learning objectives.