TASK-BASED LANGUAGE TEACHING: a FRAMEWORK FOR LESSON DESIGN AND LEARNER AUTONOMY IN ADULT ESL EDUCATION

Task-Based Language Teaching (TBLT) has gained significant attention as an effective pedagogical approach in adult English as a Second Language (ESL) education. This paper examines the theoretical foundations of TBLT, highlighting its emphasis on communicative competence, learner autonomy, and authentic task engagement. Drawing on contemporary research, the paper explains how TBLT principles can be applied to design structured yet flexible lessons that support adult learners at the elementary (A2) level. The discussion outlines the value of pre-task preparation, task execution, and post-task reflection as an integrated sequence that promotes meaningful language use while reducing dependence on prescriptive lesson plans. The paper further argues that TBLT enhances learner motivation, collaboration, and metacognitive development by creating opportunities for purposeful interaction and self-directed learning. These strengths are particularly relevant for adult learners who seek practical and immediately applicable language skills for academic, professional, and social contexts. In addition, the paper identifies key challenges in implementing TBLT, including the need for appropriate scaffolding, responsive instructional strategies, and alternative assessment methods aligned with communicative outcomes. Despite these considerations, the overall analysis affirms that TBLT provides a comprehensive and learner-centred framework for adult ESL education. By prioritizing real-world tasks, fostering autonomy, and integrating reflective learning opportunities, TBLT supports holistic language development and strengthens learner agency, making it a highly suitable approach for diverse adult ESL learning environments.