Design, development, and evaluation of localized Task-Based Language Teaching (TBLT) supplementary materials for enhancing reading and oral communication skills

Abstract

Task-Based Language Teaching (TBLT) has been acknowledged as an effective method to improve students’ integrated abilities, including reading and speaking skills. However, existing TBLT implementation in tertiary education often fails due to the lack of localized materials that are aligned with students’ linguistic and cultural contexts. This study addresses this gap by designing, developing, and evaluating materials tailored to English majors in China. Design and Development Research (DDR) was employed to focus on creating, refining, and evaluating the localized materials systematically in this study. In addition, the ADDIE model was selected for its systematic approach to instructional design, ensuring iterative refinement and alignment with students’ and lecturers’ needs. This study employed a qualitative approach. In the first phase, data were collected on students’ reading and oral communication needs, lecturers’ understanding of TBLT, and challenges in its implementation. In the second phase, localized TBLT supplementary materials were designed and developed with suggestions from six experts. In the third phase, two lecturers implemented the materials, with evaluations gathered from the stakeholders. Findings indicate that students exhibited greater engagement in reading comprehension tasks and improved their ability to extract key information and apply reading strategies after using localized TBLT materials. In addition, findings showed students improved their oral communication skills through real-life, interactive tasks that enhanced fluency, collaboration, and motivation while prioritizing meaningful language use. Furthermore, findings indicate that certain misconceptions persist while the lecturers demonstrate a relatively clear understanding of TBLT. The localized TBLT supplementary materials helped lecturers apply TBTL using the textbook and deepened their understanding. This study contributes to the practical application of TBLT by providing insights into its effectiveness in real classroom settings, benefiting both students and lecturers in achieving inclusive education goals. Additionally, it extends existing TBLT frameworks by providing a localized adaptation model for non-Western educational contexts, bridging theory and practice in tertiary language education.