• N. Arvinth

  Author

Task-Based Language Teaching (TBLT) has emerged as an essential pedagogical model to meet the specialized language needs of Technical and Vocational Education and Training (TVET) programs. The conventional grammar-based methods are not usually effective in providing students with the type of practical communication skills that they need in technical subjects like engineering, medicine, and information technology. This article is a meta-analytic review that examined the effectiveness of TBLT in enhancing language proficiency. It focuses on technical vocabulary, oral fluency, and writing accuracy in vocational students. The findings illustrate that TBLT shows language proficiency positively in a consistent manner. Students who received instruction on task-based learning performed dramatically better than their counterparts in conventional environments, and the greatest improvements are found in the industry-specific vocabulary learning and the capacity to manage professional communication in real life. Moreover, the paper finds a strong positive relationship between TBLT participation and improved employability since the approach cultivates critical thinking and problem-solving abilities essential to making professional decisions. It also proposed that technology-mediated activities may serve to increase the level of engagement and provide support to autonomous practice even further. To sum up, TBLT is a better pedagogical instrument to fill the gap between the abstract linguistic constructs and the practical vocational use. The analysis confirms the efficacy of TBLT, but future studies ought to focus more on longitudinal studies to follow up on the retention of these skills in the long run as students enter the global workforce. The insights can be a powerful starting point for curriculum developers and policymakers aiming to maximize language education in the digital and professional environment of TVET.

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