Integrating Communicative Language Teaching and Task-Based Learning in ESL Classrooms: A Mixed-Methods Investigation of Pedagogical Effectiveness and Learner Outcomes

This study investigates the effectiveness of combining Communicative Language Teaching (CLT) and Task-Based Learning (TBL) in teaching English as a Second Language (ESL) to adult learners. Sixty-eight intermediate ESL students (ages 22–35) participated in a six-week program using technology-assisted tools. Quantitative data from pre/post proficiency tests, engagement surveys, and oral fluency measures showed significant improvements in fluency (t = 4.32, p < .001), communicative confidence (Cohen’s d = 0.78), and task accuracy. Learner engagement increased by 34% compared to traditional grammar-translation methods. Qualitative findings from interviews, observations, and journals highlighted that authentic communication tasks and collaborative activities enhanced attitudes and retention. While CLT-TBL integration proves effective, challenges include instructor training and adapting to different proficiency levels. The study provides practical insights for ESL curriculum design and teaching practice.