THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING IN DEVELOPING COMMUNICATIVE COMPETENCE: A BIBLIOMETRIC ANALYSIS

Abstract

This study provides a comprehensive bibliometric analysis of research on Task-Based Language Teaching and its effectiveness in developing communicative competence. The analysis is based on publications indexed in Scopus, retrieved using a structured search strategy limited to peer-reviewed journal articles in English. A total of 125 studies were selected following the PRISMA framework. The study aims to identify major research trends, influential publications, leading countries, and thematic developments within the field. Bibliometric tools, including VOSviewer and bibliometrix (RStudio), were used to conduct citation analysis, co-authorship mapping, and keyword co-occurrence analysis. The results reveal a growing number of publications, particularly after 2019, indicating increasing academic interest in TBLT. The findings show that highly cited studies emphasize learner-related variables such as willingness to communicate and self-efficacy, as well as the integration of technology in language learning. Geographical analysis highlights a concentration of research output in countries such as the United States, China, and Canada, while many regions remain underrepresented. Thematic mapping identifies communicative competence and TBLT as core research areas, alongside emerging interdisciplinary themes related to digital learning and psychological factors. The study concludes that although TBLT demonstrates strong potential for enhancing communicative competence, the field remains fragmented and requires further methodological and geographical diversification. The results contribute to a better understanding of the intellectual structure of TBLT research and provide directions for future studies.