Research on the Application of Task-Based Language Teaching in Integrated English Classroom Instruction

Abstract

This study focuses on the application of Task-based Language Teaching (TBLT) in Integrated English classroom instruction. As a “learning by doing” language teaching method that emerged in the 1980s, TBLT integrates language acquisition theory with teaching practice, providing a new paradigm for foreign language education. The research targets English major students from a university in Shanghai, employing a mixed-methods approach to collect data through questionnaires and in-depth interviews. Linear regression analysis is used to explore the correlations between TBLT and variables such as students’ English proficiency, learning strategies, classroom engagement, and learning motivation. The results indicate that when TBLT is treated as the independent variable and language proficiency, learning motivation, classroom engagement, and learning strategies as dependent variables, the regression coefficients of TBLT all reach significant levels (p < 0.05), confirming its significant positive predictive effects on these variables. Specifically, TBLT not only effectively enhances students’ comprehensive language skills but also optimizes their learning strategies, increases classroom participation, and significantly improves motivation. This study provides empirical evidence for the practical application of TBLT in college English teaching and offers important insights for improving English classroom instruction models.