Task-Based Language Teaching in Developing Speaking Skills: A Systematic Review

Abstract

This systematic review synthesizes empirical research from 2021 to 2025 to examine the effectiveness of Task-Based Language Teaching in enhancing speaking development across diverse educational levels. The review addresses the lack of a multidimensional framework in existing literature by integrating linguistic, affective, task design, and technological dimensions within a task-based speaking context. It examines current publication trends, the effects of TBLT on speaking outcomes, and the role of technological mediation in task-based speaking contexts. Following the PRISMA 2020 guidelines, a total of 29 high-quality empirical studies, comprising 15 quantitative studies, 2 qualitative studies, and 12 mixed-method studies, were retrieved from the Scopus and Web of Science databases. The results indicate that TBLT significantly improves speaking fluency, accuracy, and complexity through well-structured task design, including task planning, sequencing, appropriate complexity, and reflection. Beyond linguistic outcomes, TBLT also plays an important role in reducing anxiety and enhancing learners’ motivation and willingness to communicate. Moreover, technology-mediated TBLT enhances speaking engagement and participation. However, there are certain challenges of implementing TBLT in speaking instruction, including exam-oriented educational cultures, learner proficiency and affective barriers, insufficient teacher expertise, and institutional resource limitations. The review provides in-depth pedagogical insights into task-based speaking instruction.