EXPLORING STUDENTS’ PERCEPTIONS OF TASK-BASED LANGUAGE TEACHING IN LARGE ESL CLASSROOMS AND ITS INFLUENCE ON COMMUNICATIVE CONFIDENCE

Abstract

The transition from traditional form-focused instruction to communicative language teaching has significantly reshaped English language pedagogy. Within this shift, Task-Based Language Teaching (TBLT) has emerged as an important instructional approach that promotes meaningful interaction through real-life communicative tasks. Despite its growing importance, the implementation of communicative approaches in large ESL classrooms remains difficult because overcrowded settings often limit learner participation and reduce communicative confidence. This study explores students’ perceptions of Task-Based Language Teaching and investigates its impact on communicative confidence among learners in large ESL classrooms. A quantitative cross-sectional survey design was adopted for the research. The study population comprised 100 ADP students enrolled at Government Graduate College (W), Fort Abbas, from which 35 participants were selected through convenience sampling. Data were gathered using a structured Likert-scale questionnaire designed to examine attitudes toward task-based learning and levels of communicative confidence. The collected data were analyzed in SPSS through descriptive statistics, correlation, and regression analysis. The findings indicated that students held positive perceptions of task-based learning activities. Interactive and collaborative tasks were found to encourage greater classroom participation, lower speaking anxiety, and strengthen learners’ willingness to communicate in English. The study concludes that TBLT is an effective pedagogical approach for enhancing communicative confidence in large ESL classrooms and highlights the importance of incorporating interaction-oriented methodologies into higher education ESL instruction.