Effects of Task-Based Learning on Listening, Speaking, and Writing Skillsin EFL Classrooms: A MANOVA Approach

Abstract

This study investigates the effects of Task-Based Learning (TBL) on listening, speaking, and writing skills in English as Foreign Language (EFL) classrooms, with a focus on task complexity. Using a quasi-experimental design, 90 intermediate-level EFL students were divided into three groups: a control group receiving traditional grammar-based instruction, and two experimental groups taught using TBL with low and high-complexity tasks, respectively. Pre- and post-tests were administered to measure performance in listening, speaking, and writing skills. Data were analyzed using MANOVA to assess differences in skill development across groups. The findings revealed significant improvements in all three language skills in the TBL groups, with the high-complexity group showing the greatest gains. Listening comprehension improved by 17%, speaking proficiency by 21%, and writing coherence and accuracy by 16% in the high-complexity group, indicating that task complexity enhances cognitive engagement and language proficiency. The study highlights the effectiveness of TBL in fostering comprehensive language development and underscores the importance of incorporating tasks with varying levels of complexity in EFL instruction.