THE IMPACT OF TASK-BASED ASSIGNMENTS ON STUDENTS’ LANGUAGE SKILLS IN ENGLISH LANGUAGE LEARNING

Abstract

This study examines the impact of using task-based assignments on the language skills of university students learning English. Data were collected from 120 students at a university through a descriptive survey and experimental research methods. The results indicate that the implementation of task-based assignments significantly improved students’ speaking, listening, writing, and reading comprehension skills. Students’ motivation for autonomous learning increased, while linguistic errors and grammatical difficulties decreased. However, some students reported challenges in managing their time effectively when completing tasks. This study demonstrates the effectiveness of task-based assignments in higher education and highlights their potential to enhance interaction between instructors and students during the learning process.