Task-Based Language Teaching for Technical Education: Strengthening Oral Proficiency of Rural Engineering Students
DOI:
https://doi.org/10.17507/tpls.1604.20Keywords:
Task-Based Language Teaching (TBLT), oral proficiency, rural engineering education, communicative competence, technical studentsAbstract
Language, as a medium of communication, holds critical importance in today’s globalized and technologically driven world. English has established itself as the lingua franca of academia, industry, and professional exchange, making oral proficiency indispensable for engineering graduates. Despite possessing strong technical expertise, many students from rural backgrounds encounter difficulties in expressing ideas effectively in English, which hinders their academic and professional growth. To address this challenge, the present study introduces Task-Based Language Teaching (TBLT) for Technical Education: Strengthening Oral Proficiency of Rural Engineering Students, a structured pedagogical framework designed to enhance communication skills. The model integrates TBLT principles with customized tasks, interactive workshops, and progressive activities aimed at improving fluency, confidence, and collaborative abilities. Drawing theoretical support from communicative competence models and sociolect-cognitive perspectives, the framework focuses on equipping rural engineering students with the necessary oral skills to participate effectively in professional and academic contexts. The study examines how TBLT fosters oral proficiency, enabling students to bridge the gap between technical competence and communicative performance. By emphasizing the synergy of technical knowledge and effective communication, this research highlights the role of innovative language teaching in preparing rural engineering graduates for global opportunities.
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