Unlocking Fluency: Task-Based Language Teaching (TBLT) in Tertiary Speaking Classes - Insights from Bangladeshi Teachers and Students

Abstract

This research delves into the perceptions of teachers and students regarding the implementation of task-based language teaching (TBLT) in tertiary education, with a specific focus on the teaching of speaking skills in a private university setting in Bangladesh. Employing qualitative analysis, this study engages with ten students and two English instructors through semi-structured interviews and classroom observations to understand their viewpoints on TBLT practices and the methods employed by instructors. The findings reveal a positive reception of task-based language teaching, particularly in the context of speaking classes, where it is perceived to enhance the overall learning environment. Both teachers and students express a favorable view of TBLT, emphasizing its effectiveness in promoting language acquisition. The study suggests that the successful implementation of TBLT in speaking classes is contingent upon the instructor's comprehensive understanding of task-based language instruction, influencing their application of expertise within the classroom setting. This research contributes valuable insights into the dynamics of TBLT in tertiary education in Bangladesh, shedding light on its impact on speaking instruction. The results underscore the significance of instructors' proficiency in task-based language instruction, emphasizing its potential to positively shape the language learning experience at the tertiary level.