Improving Speaking Proficiency in Pre-University ESP Learners Through Task-Supported Language Teaching: A Contextual Approach

This study examines the effectiveness of Task-Supported Language Teaching (TSLT) in enhancing the speaking proficiency of pre-university English for Specific Purposes (ESP) learners in Sri Lanka. Recognizing the importance of English proficiency for academic and professional success, the research explores how TSLT addresses the communicative needs of ESP learners in the social sciences. Using a mixed-methods design, the study involved 60 pre-university students from a Sri Lankan institution. Task-based activities such as role-plays, discussions, problem-solving tasks, and simulations were integrated into the curriculum to provide authentic language practice. Speaking proficiency improvements were measured through pre- and post-tests, revealing significant fluency, accuracy, and confidence enhancements. Despite these positive outcomes, challenges emerged in implementing TSLT, particularly in managing mixed-ability classrooms and addressing student comprehension issues. Nevertheless, findings suggest that contextually relevant, interactive tasks effectively support ESP learners in bridging the gap between theoretical knowledge and real-world communication. The study recommends the systematic incorporation of TSLT into ESP curricula to foster communicative competence, with future research needed to explore its longitudinal effects and adaptability across different ESP disciplines.