Abstract
The research investigates how students perceive the effectiveness of task-based language teaching (TBLT) in the English classroom at Kunming No. 3 Middle School in Yunnan, China. Data was collected through questionnaires and interviews. The results show that students at Kunming No. 3 Middle School have a moderate perception of their engagement, performance, and overall experience with the TBLT approach in their English classroom. They recognized the practicality of TBLT and its benefits, such as increased motivation, better communication skills, and improved listening and speaking abilities. Additionally, they appreciated the opportunity to apply what they learned in real-life situations. However, some students mentioned that TBLT could be improved in terms of reading abilities, learning strategies, the time-consuming nature of tasks, difficulties in group work, and the limited focus on grammar. The findings suggest that TBLT can be more effective by implementing specific pedagogical implications, providing students with a comprehensive and valuable language learning experience
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