Task based language teaching in EFL: A comprehesive systematic review

The present study aims to systematically review both national and international studies on Task-Based Language Teaching (TBLT) in foreign language education. As one of the most prominent learner-centered approaches, TBLT emphasizes meaningful communication and the use of authentic tasks that promote language learning through real-life interaction. In recent years, it has attracted growing attention in English as a Foreign Language context due to its potential to enhance motivation, language skills, and communicative competence. In this study, a total of forty international and twenty-five national studies published between 2000 and 2025 were examined. The studies were analyzed according to their research design, participants, data collection tools, target language skills, their relation to affective factors in language learning, and their distribution by publication years. Both quantitative and qualitative research methods were included to ensure a comprehensive understanding of the current trends and pedagogical implications of TBLT. The findings revealed that TBLT has a significant positive impact on learners' speaking, writing, reading, and listening skills, as well as on affective domains including motivation and classroom participation. Moreover, technology-integrated TBLT applications have recently become more widespread and effective in promoting learner engagement. However, challenges such as task design, teacher readiness, and assessment practices still remain critical issues in implementation. In conclusion, this systematic review highlights the importance of TBLT as a dynamic and effective approach for EFL teaching. It also provides insights into how future research and classroom practices can further benefit from integrating task-based principles into modern language education.