TASK-BASED LANGUAGE TEACHING AND ORAL COMMUNICATION DEVELOPMENT: A BENIN EMPIRICAL STUDY WITH ADVANCED EFL LEARNERS

The development of oral communication remains one of the most challenging aspects of EFL learning, especially for advanced secondary school learners who possess knowledge of English but struggle to communicate effectively in real situations. This study examined the effectiveness of task-based language teaching (TBLT) in developing oral communication skills among advanced English as a Foreign Language (EFL) learners in secondary schools in Benin. A mixed-methods approach was used, combining a quasi-experimental pre-test/post-test design involving 360 advanced EFL learners and 64 teachers. Data were gathered through questionnaires, interviews, and oral tests and analyzed using descriptive and inferential statistics and thematic analysis. An experimental approach was used to measure the oral performance of learners before and after the implementation of task-based activities. The intervention involved structured communicative tasks designed to promote interaction, real-life language use, and learner participation. The findings showed that learners exposed to TBLT showed significant improvement in oral communication, particularly in fluency, confidence, and willingness to speak. Improvements in accuracy were slower but observable through increased self-correction. Teachers’ views of TBLT were generally positive, although they reported challenges such as large class sizes, limited time, and lack of materials. The study concludes that TBLT is effective in enhancing oral communication in EFL contexts as long as teachers receive adequate training and institutional support and classroom and assessment conditions are improved. This study recommends a wider integration of task-based approaches in EFL classrooms