Task‐Based Language Teaching: Vietnamese Learners' Attitudes and English‐Speaking Skills

ABSTRACT This research investigates the impact of task‐based language teaching (TBLT) on Vietnamese adult English as a foreign language (EFL) learners' attitudes toward speaking performance. The study explored self‐efficacy, motivation and speaking anxiety through an online questionnaire administered to 35 employed adults in Vietnam, supplemented by three semi‐structured interviews. Findings indicate overwhelmingly positive attitudes toward TBLT among participants. Self‐efficacy and motivation were generally enhanced post‐TBLT implementation. While speaking anxiety was a concern, long‐term optimism about TBLT's effectiveness remains. TBLT's advantages for active learning and practical recommendations to address implementation challenges were discussed. The study concludes that TBLT positively affects Vietnamese EFL learners' self‐efficacy and motivation while reducing speaking anxiety. The results highlight the need for targeted research and practical learning experiences tailored to adult learners. Future research should examine the long‐term impacts of TBLT in Vietnam with diverse stakeholders and methodologies for optimised and sustainable language teaching models.