Task-Based Language Teaching (TBLT) has become a widely endorsed instructional approach in English as a Foreign Language (EFL) classrooms, focusing on real-world communicative tasks rather than isolated linguistic forms. This paper explores the pedagogical foundations of TBLT, its implementation strategies, and the learning outcomes it generates. Drawing on recent empirical studies and case reports, it also identifies limitations such as curricular constraints, teacher readiness, and assessment challenges. The discussion underscores the need for ongoing teacher training and contextual adaptations to make TBLT effective and sustainable in diverse educational settings.

TBLT, task-based learning, EFL pedagogy, communicative competence, language acquisition, classroom practice, learner-centered instruction

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