Exploring Task-Based Language Teaching in EFL Contexts: Instructor Perspectives on Challenges and Effective Strategies for Enhancing Speaking Skills

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Exploring Task-Based Language Teaching in EFL Contexts: Instructor Perspectives on Challenges and Effective Strategies for Enhancing Speaking Skills

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https://doi.org/10.54963/jqre.i46.2282
Wu, Y., Noordin, N., & Razali, A. B. (2026). Exploring Task-Based Language Teaching in EFL Contexts: Instructor Perspectives on Challenges and Effective Strategies for Enhancing Speaking Skills. Journal of Qualitative Research in Education, (46), 145–157. https://doi.org/10.54963/jqre.i46.2282
Issue 46 (2026): in progress
Copyright (c) 2026 Yuanyuan Wu, Nooreen Noordin, Abu Bakar Razali
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Journal of Qualitative Research in Education (ENAD)  publishes accepted manuscripts under Creative Commons Attribution 4.0 International (CC BY 4.0). Authors who submit their papers for publication by ENAD agree to have the CC BY 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for any purpose, including commercial use. As long as the author and original source are properly cited, anyone may copy, redistribute, reuse, and transform the content.

Authors

  • Yuanyuan Wu

    Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia
  • Nooreen Noordin

    Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia
  • Abu Bakar Razali

    Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia

Received: 12 January 2026; Revised: 1 February 2026; Accepted: 27 February 2026; Published: 27 March 2026

This paper discusses how English as a Foreign Language (EFL) instructors perceive the use of Task-Based Language Teaching (TBLT) in facilitating speaking skills in Chinese EFL contexts. The study employs a qualitative descriptive research design because it seeks to explore the perceived barriers and effective teaching methods associated with task-based speaking instruction. Semi-structured interviews were used to collect data by interviewing twelve EFL instructors in universities and language institutions in China, which was complemented by reflective notes. Thematic analysis was employed to analyze the data. The results have shown that instructors are struggling with a number of problems, such as large class sizes, difficulties in assessing speaking achievement, lack of motivation among students, and limited institutional resources. Regardless of these limitations, the instructors mentioned using successful strategies such as task adaptation and scaffolding, flexible grouping techniques, and formative feedback practices to support student participation and communicative engagement. The findings indicate that TBLT has great potential to enhance speaking skills, but its effectiveness is highly reliant on whether the instructors can adapt the principles of tasks to the reality of contexts. The paper highlights the need to synchronize assessment activities with communicative purposes and institutional support of task-based pedagogy. Curriculum designers and policymakers are encouraged to develop flexible assessment systems and professional development programs that focus on enhancing the effective implementation of TBLT in EFL speaking instruction.

Keywords:

Task-Based Language Teaching Speaking Skills EFL Instructors Thematic Analysis China

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