THE EFFECT OF TASK-BASED ESL TEACHING AT TERTIARY LEVEL IN LAHORE

Abstract

This research addresses the importance of TBLT and the work it does for ESL students at the tertiary level in Lahore, Pakistan. This research emphasizes the importance of task-based language teaching (TBLT) in improving English as a second language (ESL) skills among tertiary-level students in Lahore, Pakistan. It critiques traditional teaching methods like rote memorization and grammar-translation for their limited focus on fluency and comprehension. TBLT employs meaningful, student-centered tasks such as role-plays, presentations, and group discussions to enhance communication and linguistic skills. Using qualitative data from unstructured interviews, the study finds that TBLT fosters active participation, confidence, creativity, critical thinking, and problem-solving. Students showed improvement in reading, writing, speaking, and listening, making TBLT a more effective approach than traditional methods. The research calls for integrating TBLT into university curricula to address real-world communication challenges while balancing it with traditional methods to meet grammar fundamentals. Ultimately, it positions TBLT as a promising strategy to modernize ESL education in Pakistan, aligning it with global standards.. The overall research provides a basis for TBLT as an innovative model for ESL teaching in Pakistan-one that would bridge gaps and meet international expectations in globalized academic and professional environments.