TEACHERS' IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING AND ITS INFLUENCE ON EFL LEARNERS' SPEAKING FLUENCY AND ACCURACY

This study explores the influence of teachers’ implementation of Task-Based Language Teaching (TBLT) on EFL learners’ speaking fluency and accuracy. While TBLT has been widely promoted as an effective approach for developing communicative competence, previous researches have largely focused on learner outcomes, paying limited attention to how teachers operationalize tasks in real classroom contexts. Employing a mixed-methods research design, the study draws on classroom observations, teacher interviews, and pre- and post-speaking tests administered to EFL learners. The findings demonstrate that effective task sequencing, explicit goal-setting, and balanced attention to meaning and form positively impact both fluency and accuracy. A key novelty of this research lies in identifying specific teacher implementation patterns that mediate the success of TBLT. The results suggest that TBLT is not inherently effective; rather, its impact depends largely on informed pedagogical decisions made by teachers. The study offers practical implications for teacher training and contributes to applied linguistics by highlighting the central role of teacher practices in task-based instruction.

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