Task-based listening activities in english as a foreign language classroom

This study aims to investigate the effects of task-based language teaching (TBLT) through listening activities on first-year English major students’ listening skills at Ba Ria – Vung Tau College of Education (BVCE) in Vietnam. The research subjects were 50 English major students from Ba Ria – Vung Tau College of Education during the 2024-2025 academic year. The participants were divided into two groups: a control group and an experimental group. Based on a three-phase framework (i.e., pre-task, while-task and post-task), the TBLT method was implemented with the experimental group for one semester, while the control group was taught using a traditional method. The research employed mixed methods, and the instruments used were listening tests, questionnaires and semi-structured interviews with experimental group students, which highlighted positive attitudes, increased confidence, and perceived benefits of collaborative, real-life listening tasks. The experimental group successfully performed the assigned listening tasks, indicating TBLT's effectiveness in enhancing listening skills. Quantitative results revealed a statistically significant improvement in listening scores for the experimental group compared to the control group, while qualitative findings showed that students experienced reduced anxiety, improved vocabulary usage, and more effective application of listening strategies. Additionally, students displayed positive attitudes toward the method. The study provides pedagogical insights for improving EFL listening instruction, especially in Vietnamese tertiary contexts. It confirms the benefits of using contextualized and task-based approaches to foster students’ listening proficiency and engagement. The findings also suggest that integrating TBLA encourages learner autonomy, promotes interaction in pairs and groups, and can be adapted for other language skills to enhance overall language competence. Discussion. Based on these findings, it is suggested that task-based listening activities be incorporated into English language instruction for first-year EFL students in Vietnamese tertiary contexts. The approach not only improves listening performance but also fosters learner motivation, reduces anxiety, and encourages active engagement through real-life communication tasks.