The Impact of Task-Based Language Teaching on Learners’ Speaking Proficiency and Confidence

Speaking proficiency and confidence are essential components of communicative competence, particularly in English for Specific Purposes (ESP) contexts where learners must perform authentic spoken tasks. While Task-Based Language Teaching (TBLT) has been widely recognized for promoting real-world language use, most research has tended to emphasize either linguistic development or affective outcomes. This study investigates how TBLT contributes to both speaking proficiency and speaking confidence among undergraduate ESP learners. Conducted over one academic semester, the research involved 65 university students in Indonesia who participated in structured TBLT activities integrated into their regular curriculum. Data were collected through speaking performance assessments and self-report questionnaires on speaking confidence. Paired-sample t-tests using SPSS version 26 were employed to compare learners’ performance before and after the intervention. The findings revealed that TBLT had a positive and meaningful effect on both dimensions, enhancing learners’ fluency, vocabulary use, and interactional skills while also increasing their willingness to communicate and reducing anxiety. These outcomes indicate that TBLT supports the development of both technical language ability and psychological readiness, fostering a supportive environment where learners can actively participate and grow in their spoken English. The study offers practical insights for educators seeking to implement communicative, learner-centered approaches and emphasizes the value of integrating TBLT into ESP instruction to strengthen learners’ speaking competence and confidence simultaneously.