A Comparative Analysis of Autonomous versus Guided Task-Based Approaches for Enhancing Speaking Proficiency among EFL University Learners

This article explores the relative effectiveness of two teaching methods applied in a unit on Artificial Intelligence for two English as a Foreign Language (EFL) groups of students at the same language proficiency level. The instructor applied different strategies to the two 15 student groups: Autonomous Active Learning (AAL) and Guided Task-Based Learning (TBL). Both methods are acknowledged for their potential to improve speaking proficiency among university-level EFL learners. Although both approaches are based on communicative language teaching and task-based instruction, they should be used according to students' needs, depending on learner autonomy and teacher involvement. Through a review of related literature, an analysis of empirical studies, and a theoretical discussion, this research seeks to clarify the advantages and disadvantages of each method. The results suggest that students flourish in active learning settings where they are highly engaged and interact directly with English speakers. While guided TBL provides chances for memorization and practice, it may restrict vocabulary growth and learning new terms due to insufficient exposure to authentic texts and real-life conversations. By the end of the study, students in the AAL group showed increased confidence in presenting their projects, whereas those in the TBL group displayed more hesitance.