The Impact of Task-Based Learning Approach on Teaching English as a Foreign Language in Oman

Abstract

The main focus of this essay is to explore the extent to which adopting Task-Based Learning (TBL) model can help teach English as a foreign language at the tertiary level in Oman. The data of this paper are mainly derived from the author's professional teaching experience and underpinned by trustworthy published research in the field of TBL, which is then critiqued, synthesized, and contextualized to provide a more in-depth insight into the TBL and its relevance for teaching English language in the Oman education setting. The results of this paper indicate that the TBL approach has positive effects on L2 learners' fluency, motivation, classroom management, and teachers' confidence; however, it might undermine accuracy in a few cases. Also, embracing merely TBL without considering other factors such as teachers' perspectives, carefully chosen tasks, high-stakes test policy, and teachers' experience is unlikely to improve the desired students' language.