From Tasks to Talk: Exploring Conversational Engagement in TBLT Classrooms

This paper investigates how Task-Based Language Teaching (TBLT) can foster conversational engagement through dialogic interaction in the language classroom. By examining the principles of TBLT in conjunction with theories of dialogic pedagogy, the study highlights how purposeful tasks support learner-centered, meaningful interaction. The paper concludes that dialogic engagement within TBLT not only enhances linguistic competence but also supports learners’ communicative confidence and collaborative skills.