Abstract

Task-Based Language Teaching (TBLT) has drawn much interest in recent years. This study conducted a thorough analysis of 38 articles from 2014 to 2023 that applied the TBLT approach to enhance English as a Foreign Language (EFL) speaking proficiency, utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) from the Web of Science (WoS) database. These articles were selected based on specific inclusion and exclusion criteria. The findings highlight a growing focus on integrating TBLT with technological tools such as Digital Storytelling (DST) and mobile-supported tasks in various EFL contexts, particularly in higher education. The studies are predominantly underpinned by sociocultural theory, cognitive psychology, and constructivism, assessing speaking proficiency through the Common European Framework of Reference (CEFR). Quasi-experimental and mixed methods design using convenience and purposive sampling are common. Data collection frequently involves observations, interviews, and tests. The systematic review reveals TBLT's significant effects on students’ speaking proficiency, engagement, risk-taking, linguistic complexity, and motivation, offering essential implications and recommendations for future research and educational practices.

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