Integrating LSRW Skills in Teaching Self-Introduction: A Task-Based Approach

This study examines the integration of LSRW (Listening, Speaking, Reading, Writing) skills in teaching self-introduction in English Language Teaching (ELT) contexts, particularly for higher secondary students. Drawing on task-based language teaching principles, this research demonstrates how structured self-introduction practice builds vocabulary, grammar, sentence structure, and communicative competence. By implementing student-centered activities tailored to diverse learner abilities, the study provides evidence of practical improvements in language proficiency and real-world communication. The findings suggest that LSRW-integrated pedagogy enhances learners' confidence and functional language use through authentic communicative tasks. Keywords: Self-introduction, LSRW skills, task-based language teaching, communicative competence, higher secondary students, English language teaching