Task-Based Language Teaching: A Student-Centred Framework for English Language Teaching

Abstract

Contemporary education increasingly emphasizes learner participation, autonomy, collaboration, and meaningful engagement in the learning process. Within English Language Teaching (ELT), this shift has encouraged approaches that move beyond teacher-dominated instruction and create opportunities for purposeful language use. Task-Based Language Teaching (TBLT) is one such approach, as it organizes classroom learning around meaningful tasks that require learners to use language for communication and problem-solving. This paper examines TBLT as a student-centered framework for English Language Teaching.

Drawing on the principles of student-centered learning, constructivist learning theory, and communicative approaches to language teaching, the paper discusses the conceptual basis of TBLT and its relevance to learner-focused pedagogy. It explains how task-based instruction can support learner autonomy, classroom interaction, collaboration, critical thinking, and communicative competence by engaging students in purposeful activities that resemble real-world language use. The paper also considers the role of TBLT in integrating language skills, increasing learner motivation, and making English classrooms more active and meaningful.

At the same time, the paper acknowledges practical concerns related to implementation, including teacher preparedness, classroom management, assessment patterns, and resource limitations. It argues, however, that these concerns can be addressed through careful planning, professional support, and context-sensitive adaptation. The paper concludes that TBLT provides a strong pedagogical basis for creating interactive, learner-focused English classrooms and remains highly relevant to contemporary language education.

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