An Evaluation of the Quality of English Language Teaching and Learning through the Task-Based Language Teaching Approach among Student Teachers at Souphanouvong University

Abstract

This study investigated the use of the Task-Based Language Teaching (TBLT) method to enhance the quality of English instruction and build students’ confidence in diverse classrooms at the Faculty of Education, Souphanouvong University. The objectives were to: (1) evaluate student teachers’ English learning performance after applying the TBLT method, (2) determine its instructional effectiveness, (3) examine student teachers’ confidence and behavioral engagement during learning, and (4) assess their satisfaction with the method. The sample consisted of 20 third-year student teachers from the English Language Teaching Program during the 2020–2021 academic year. The teaching process followed four stages: introduction, planning and development, practice, and reflection. Research instruments included a teaching plan, performance evaluation, observation checklist, and satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and a one-sample t-test. Results indicated that students’ post-instruction performance was significantly higher than the set criterion (p < 0.05). The instructional efficiency exceeded the 70/70 standard, student teachers exhibited greater confidence, and overall satisfaction was rated at the highest level. The findings suggest that TBLT is an effective approach for enhancing English learning, confidence, and engagement in higher education contexts.