Task-Based Teaching and Learning English Vocabulary: An Empirical Study of ESL Learners
DOI:
https://doi.org/10.70670/sra.v4i1.1971Keywords:
Task-Based Language Teaching, Vocabulary Acquisition, ESL Learning, Communicative Language Teaching, Lexical DevelopmentAbstract
Vocabulary knowledge plays a central role in second language acquisition, yet traditional vocabulary instruction often relies on rote memorization and decontextualized learning. Task-Based Language Teaching (TBLT) offers a communicative and learner-centered alternative that promotes vocabulary acquisition through meaningful interaction and authentic language use. This study investigates the effectiveness of task-based teaching in improving English vocabulary learning among ESL learners at the undergraduate level. Using a quasi-experimental design, two groups of students were taught vocabulary through traditional methods and task-based activities respectively over eight weeks. Pre-test and post-test results revealed statistically significant improvement in vocabulary retention, productive use, and learner engagement among students exposed to task-based instruction. The findings suggest that TBLT enhances vocabulary acquisition by integrating form, meaning, and use within communicative contexts. The study recommends incorporating task-based vocabulary instruction into ESL curricula, particularly in contexts where English is learned as a foreign or second language.
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