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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp. 210-227
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
School of Foreign Studies, Guangdong Polytechnic of Water Resources and Electric Engineering, Guangdong, China
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
This systematic review synthesizes empirical research from 2021 to 2025 to examine the effectiveness of Task-Based Language Teaching in enhancing speaking development across diverse educational levels. The review addresses the lack of a multidimensional framework in existing literature by integrating linguistic, affective, task design, and technological dimensions within a task-based speaking context. It examines current publication trends, the effects of TBLT on speaking outcomes, and the role of technological mediation in task-based speaking contexts. Following the PRISMA 2020 guidelines, a total of 29 high-quality empirical studies, comprising 15 quantitative studies, 2 qualitative studies, and 12 mixed-method studies, were retrieved from the Scopus and Web of Science databases. The results indicate that TBLT significantly improves speaking fluency, accuracy, and complexity through well-structured task design, including task planning, sequencing, appropriate complexity, and reflection. Beyond linguistic outcomes, TBLT also plays an important role in reducing anxiety and enhancing learners’ motivation and willingness to communicate. Moreover, technology-mediated TBLT enhances speaking engagement and participation. However, there are certain challenges of implementing TBLT in speaking instruction, including exam-oriented educational cultures, learner proficiency and affective barriers, insufficient teacher expertise, and institutional resource limitations. The review provides in-depth pedagogical insights into task-based speaking instruction.
Lin, Q., Mohamad, M. B. & Yunus, M.M. (2026). Task-Based Language Teaching in Developing Speaking Skills: A Systematic Review. Arab World English Journal, 17(2):210-227
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Qiaoqiao Lin is a lecturer at the School of Foreign Studies, Guangdong Polytechnic of Water Resources and Electric Engineering. She is currently pursuing her PhD at the Faculty of Education, Universiti Kebangsaan Malaysia. Her research interests include innovations in second language teaching and technology-assisted language teaching. https://orcid.org/0009-0001-4021-1924
Prof. Maslawati Mohamed is a Pprofessor at the Faculty of Education, Universiti Kebangsaan Malaysia. Her research areas are Teaching English as a Second Language and innovations in Teaching and Learning. Her primary research interests include innovations in teaching and learning in the ESL context, teaching reading in the ESL context, and English for Specific Purposes.
https://orcid.org/0000-0002-8979-5895
Prof. Melor Md. Yunus is a Professor in the Faculty of Education at Universiti Kebangsaan Malaysia. Her research expertise centers on technology-enhanced language learning (TELL), mobile learning, and technology-assisted language pedagogy, particularly in the context of ESL teaching and learning. https://orcid.org/0000-0001-7504-7143