Enhancing Students’ Speaking Skills through Task-Based Language Teaching in Multilingual Classrooms

Abstract

This study aims to enhance students’ speaking skills through the implementation of Task-Based Language Teaching (TBLT) in multilingual classrooms. The background of this research highlights the challenges faced by students in expressing ideas fluently and confidently due to linguistic diversity and limited exposure to authentic communication tasks. The objective of this study is to investigate how TBLT can improve students’ speaking competence, participation, and motivation in a multilingual learning environment. The research employed a qualitative descriptive method involving classroom observation, interviews, and performance assessments. The findings revealed that TBLT effectively increased students’ confidence, interaction, and fluency by engaging them in meaningful communication tasks that reflected real-life contexts. Moreover, students demonstrated noticeable improvements in vocabulary use, pronunciation, and coherence during oral activities. The study implies that TBLT is a practical and effective approach for language teachers in multilingual settings to foster communicative competence and learner autonomy. It also suggests that teachers should adapt tasks to suit students’ linguistic backgrounds and proficiency levels to maximize learning outcomes.