Implementing Task-Based Language Teaching (TBLT) in Resource-Constrained Classrooms: Practices, Barriers, and Student Outcomes
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Abstract
Task-Based Language Teaching (TBLT) centers on meaningful, real-life tasks rather than rigid form-based exercises, offering strong theoretical and pedagogical benefits for second language acquisition. However, implementing TBLT in under-resourced, large EFL classrooms remains uneven due to inflexible curricula, material scarcity, and inadequate teacher training.
This study critically reviews empirical research from 2020 to 2024 to examine how EFL teachers navigate resource-constrained settings, the structural barriers they face, and the resulting linguistic and affective outcomes for students. The findings indicate that while TBLT significantly boosts student motivation, reading self-efficacy, and oral and writing skills, its success is frequently hindered by systemic and contextual constraints.
To overcome these challenges, the paper outlines evidence-based recommendations, including adaptive task design, targeted teacher professional development, and supportive policy reforms to ensure effective TBLT implementation despite resource scarcity.
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