Investigating Self-Confidence through the Implementation of Task-Based Language Teaching in the Context of Higher Education

Abstract

This study investigates the influence of Task-Based Language Teaching (TBLT) on Japanese university students’ self-confidence in using English, an affective factor essential for communicative competence yet underrepresented in English as Foreign Language (EFL) research (Cadiz-Gabejan, 2021; MacIntyre & Gardner, 1989). Despite TBLT’s proven effectiveness in improving speaking proficiency, vocabulary acquisition, and learner engagement (Harris & Leeming, 2021; Newton, 2001; Aubrey, King, & Almukhaild, 2020), limited empirical research has examined its role in confidence development within Japanese tertiary contexts. Using a mixed-methods approach, the study collected data from 93 first-year university students through closed- and open-ended questionnaires. Results indicated increased classroom-based confidence due to repeated speaking opportunities, interactive tasks, and reduced anxiety (Tridinanti, 2018; Willis & Willis, 2007). However, confidence remained low in real-world communication, particularly in initiating spontaneous conversations with foreigners (Jeon & Hahn, 2006; Ulla, 2020). Qualitative findings highlighted a perceptual shift from English as an academic subject to a communicative tool. The study underscores the need for designing TBLT tasks that simulate authentic, high-stakes interactions to bridge the gap between classroom learning and real-life language use (Richards, 2001; Pietri, 2015). Pedagogical implications and recommendations for contextually grounded TBLT practices in EFL settings are discussed.