THE ROLE OF LISTENING AND SPEAKING TASKS IN DEVELOPING STUDENTS' ORAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE CLASSES

Developing students’ oral communicative competence remains a primary objective of English language teaching in higher education. Among the four language skills, listening and speaking play a decisive role in shaping learners’ ability to communicate effectively in real-life contexts. This article examines the theoretical foundations and practical significance of listening and speaking tasks in English language classrooms and their impact on students’ speech development. Drawing on communicative language teaching, task-based learning, and input–output theories, the study employs a mixed-methods approach that integrates literature analysis, classroom observation, and pedagogical experimentation with university-level learners. The findings demonstrate that systematic use of interactive listening and speaking tasks enhances fluency, pronunciation, confidence, and pragmatic competence. Diagrammatic and tabular analyses reveal the alignment between task types, cognitive processes, and communicative outcomes. The study concludes that learner-centered, task-based listening and speaking instruction significantly contributes to the development of students’ oral proficiency and overall communicative competence.

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