This study explores the effectiveness of Task-Based Language Teaching (TBLT) in improving speaking skills among Uzbek university EFL students. A quasi-experimental design was implemented, comparing a TBLT-based instruction group to a traditional grammar-based group over 8 weeks. Quantitative results demonstrated significant gains in speaking proficiency in the TBLT group, supported by qualitative data indicating enhanced learner motivation and reduced anxiety. The study recommends wider adoption of TBLT in EFL curricula to foster communicative competence.

Task-Based Learning, Speaking Skills, EFL, Uzbekistan, Language Pedagogy

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