THE CONCEPTS OF TASK-BASED AND INTERACTIVE LEARNING IN TEACHING ENGLISH: THEORETICAL FOUNDATIONS AND PEDAGOGICAL IMPLICATIONS
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Abstract
Task-Based Language Teaching (TBLT) and interactive learning have emerged as two of the most theoretically coherent and pedagogically productive frameworks in contemporary English language education. Grounded in communicative language teaching principles and underpinned by Vygotskian sociocultural theory, these approaches reconceptualise the EFL classroom as a space for authentic meaning-making, collaborative inquiry, and socially mediated skill development. This article examines the theoretical origins, defining characteristics, and pedagogical implications of task-based and interactive learning with particular reference to English writing instruction in secondary school contexts. Drawing on foundational research in second language acquisition [Long, 1985; Ellis, 2003], cooperative learning [Johnson & Johnson, 1994; Kagan, 1994], and process-oriented writing pedagogy [Harmer, 2004; Hyland, 2003], the article argues that the principled integration of these frameworks offers a theoretically robust and empirically substantiated basis for improving learners' written communicative competence. Practical implications are discussed with reference to the educational reform priorities of the Republic of Uzbekistan, including the National Programme for the Development of Public Education 2022–2026 and the Uzbekistan–2030 Strategy.
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