Task-Based Instruction for Academic vs. Conversational Language Skills

Abstract

Task-Based Instruction (TBI) is a pedagogical approach that emphasizes the use of meaningful tasks to promote language learning. This study explores the effectiveness of TBI in developing both academic and conversational language skills. Utilizing a mixed-methods design, the research compares the impact of TBI on learners' proficiency in academic and conversational contexts. Quantitative data were collected through proficiency tests and error analysis, while qualitative data were gathered from learner feedback and classroom observations. Results reveal that TBI significantly improves both academic and conversational skills, though its impact varies between these contexts. The findings suggest that while TBI can enhance language proficiency across contexts, tailored task design is necessary to address the distinct demands of academic and conversational language use.