Investigating the Effectiveness of Task-Based Learning for Improving English Speaking Skills Among Undergraduate Students

This study investigates the effectiveness of Task-Based Learning (TBL) in enhancing Sanghar University undergraduate students' English-speaking abilities. Due to a lack of practical experience, students who are learning English as a second language sometimes find it difficult to communicate effectively and clearly. The effectiveness of TBL in university-level English classes in remote or underdeveloped areas like Sanghar, however, has not received sufficient attention. The purpose of this study was to determine whether giving students involving, interactive activities may improve their English communication skills. The study uses a quantitative descriptive methodology and involves 141 undergraduate students learning English for coursework from several academic areas. A validated questionnaire was used to gather data, and convenience sampling was used to choose participants. Fluency, vocabulary, accuracy, confidence, and engagement were the five main topics of the survey, which also included demographic questions and 15 statements with Likert scale ratings. In order to represent real-world communication, students took part in a number of TBL exercises over four weeks, including role-plays, conversations, and problem-solving exercises. SPSS was used to analyze the data afterwards the intervention, and the findings demonstrated definite improvements. Students expressed more confidence when speaking English, improved vocabulary usage, and enhanced communication abilities. Additionally, students were very satisfied with the TBL experience, stating that it was more fun, inspiring, and successful than conventional approaches. These findings imply that TBL is an effective strategy for assisting students in using Englishmore comfortably and self-assuredly. According to the findings, TBL should be taught in English classes, and instructors should receive training on how to use it.