THE EFFECTIVENESS OF TASK-BASED LEARNING IN IMPROVING STUDENTS’ VOCABULARY SKILLS: AN ACTION RESEARCH STUDY

Abstract

This article explores the effectiveness of Task-Based Learning (TBL) in enhancing students’ vocabulary acquisition at the beginner (A1–A1+) level. The study is based on an action research approach conducted during teaching practice. The main objective of the research is to identify how the implementation of TBL influences students’ engagement, motivation, and vocabulary development. Various data collection methods were employed, including classroom observation, student interviews, questionnaires, as well as pre-test and post-test assessments. The findings reveal that students initially demonstrated limited vocabulary knowledge and low participation. However, after the application of task-based activities, a significant improvement was observed in both their performance and classroom involvement