ENHANCING ENGLISH COMMUNICATION SKILLS THROUGH TASK-BASED LEARNING: EVIDENCE FROM MARGINALIZED GRADUATE STUDENTS

Roopa Ramadevi K; Ranjit Kumar Pati; Visweswara Rao Chenamallu

doi:10.29121/granthaalayah.v14.i2SE.2026.6842

Authors

Roopa Ramadevi K Department of English, GIET University Gunupur, Odisha, India
Ranjit Kumar Pati Department of English, GIET University Gunupur, Odisha, India
Visweswara Rao Chenamallu Department of English, M.S.N. Degree and P.G College, Vizianagaram, Andhra Pradesh, India

DOI:

https://doi.org/10.29121/granthaalayah.v14.i2SE.2026.6842

Keywords:

Task-Based Learning (TBL), Marginalized Students, Learner - Centered Approach, Rural Education

Abstract [English]

English communication skills are essential for academic and career advancement, yet students from marginalized communities often struggle due to limited exposure and traditional grammar-focused teaching methods. This study investigates the effectiveness of Task-Based Learning (TBL) in enhancing English communication among 30 graduate students from the Dombo community. Over an eight-week intervention, learners engaged in role plays, group discussions, problem-solving tasks, and presentations. Data were collected through pre- and post-tests, classroom observations, and student feedback. Results showed measurable gains in fluency (35%), pronunciation (25%), confidence (30%), and reduction in stage fear (10%). These findings confirm that TBL fosters practical language use, autonomy, and confidence by shifting the focus from passive learning to active communication. The study concludes that integrating TBL into rural curricula and providing teacher training can significantly improve communicative competence in underserved contexts.

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