Effectiveness of Task-Based Language Teaching (TBLT) in English Speaking Instruction: A Systematic Review

Abstract

This systematic review synthesized empirical evidence on the effectiveness of Task-Based Language Teaching (TBLT) in English speaking instruction and the mediating role of socio-affective and environmental factors. It assessed the impact of TBLT on learners’ English-speaking abilities by examining evidence from diverse educational contexts. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, resulting in the selection of 16 empirical studies published between 2015 and 2025. The findings indicated that TBLT is highly effective in enhancing overall speaking proficiency and specific linguistic competencies. More critically, the synthesis revealed that these linguistic gains are not merely direct outcomes but are fundamentally mediated by TBLT’s unique capacity to foster supportive, interactive learning environments, which in turn significantly boost learners’ confidence, motivation, and engagement. Furthermore, the analysis identified a synergistic cycle wherein the emphasis on authentic, collaborative tasks reduces speaking anxiety and increases learners’ willingness to communicate. This enhanced psycho-social disposition acts as a critical factor, driving the active experimentation with language and refinement of skills through meaningful practice. Thus, the evidence positioned TBLT as a powerful method not only for developing measurable speaking skills but also for transforming the learning environment and the learner’s emotional relationship with speaking English, thereby integrating skill development with the cultivation of essential psycho-social dispositions. To fully investigate TBLT’s long-term effect on English speaking instruction, future research should employ larger samples and longer time periods, as well as mixed methods designs.

https://doi.org/10.26803/ijlter.25.2.9