Task-Based Language Teaching Through Picture Description for Improving Speaking Skills
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Abstract
This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing English speaking skills among first-year undergraduate students at Sambhram University, Jizzax, Uzbekistan. Thirty-six learners participated, divided into control and experimental groups, with the latter engaged in picture description tasks. The findings reveal that visual prompts, fillers, and group discussions significantly improved fluency, idea expansion, and confidence, while grammar accuracy was given less emphasis. The experimental group achieved higher scores in fluency and idea expansion compared to the control group, which relied on a pre-written text. Results confirm that picture description tasks reduce cognitive barriers, encourage spontaneous speech, and foster collaborative learning. Overall, the study supports TBLT as an effective pedagogical approach that prioritizes meaning over form, enabling learners to develop communicative competence and practical speaking skills essential for academic and social contexts.
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References
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