Education · Research article · Open access
Speaking is a key component of English language learning, especially for university students who need to communicate effectively in academic and professional environments. However, even students with a sufficient knowledge of English may experience difficulties expressing complex ideas, participating in discussions, and maintaining fluent conversations. Task-Based Language Teaching (TBLT) offers an approach that places meaningful communication at the center of learning. This article examines the role of TBLT in developing speaking skills among B2 level university students through a review of relevant literature. It explores the characteristics of these learners, identifies the speaking skills that require further development, and discusses how task-based activities can support fluency, accuracy, interaction, and communicative confidence. The article also considers challenges associated with using TBLT in university classrooms, including differences in learner participation, limited classroom time, and the need for appropriate feedback. It argues that TBLT can provide valuable opportunities for speaking development when tasks are relevant to students’ needs and supported by purposeful instruction and assessment.