THE IMPACT OF TASK-BASED LEARNING ON THE DEVELOPMENT OF ENGLISH LANGUAGE PROFICIENCY AMONG SECONDARY SCHOOL STUDENTS IN ABEOKUTA SOUTH LOCAL GOVERNMENT

This study investigates the impact of Task-Based Learning (TBL) on the development of English language proficiency among secondary school students in Abeokuta South Local Government, Nigeria. English, as the country's official language and the medium of instruction, poses challenges for students, particularly in rural areas, where traditional teaching methods hinder proficiency, especially in spoken communication. Utilizing a quasi-experimental design, the study involved 40 students divided into experimental (TBL) and control (traditional instruction) groups. Pre-tests and post-tests were conducted to evaluate improvements in language proficiency across various domains. Results indicated no significant difference between the two teaching methods, suggesting that TBL, while potentially effective, requires careful implementation tailored to learners' needs. Traditional methods, however, showed a decline in performance, highlighting the limitations of grammar-focused instruction. The findings underscore the need for teacher training and curriculum adjustments to enhance language learning outcomes in Nigeria.