A Comparison of the Effectiveness of Task-Based Learning and Problem-Based Learning in Developing Listening Skills.

Abstract

  This study investigates the comparative effectiveness of Task-Based Learning (TBL) and Problem-Based Learning (PBL) in developing listening skills among learners of English as a Foreign Language (EFL). Listening is considered a fundamental yet challenging skill, requiring learners to process and interpret spoken language in real-time communication. To address this issue, the study adopted a quasi-experimental pre-test–post-test design involving 60 undergraduate students, who were divided into two groups: one taught using TBL and the other using PBL. Data were collected through a listening achievement test and a structured questionnaire designed to measure students’ perceptions. The results indicated that both instructional approaches significantly improved students’ listening comprehension. However, the findings revealed that the TBL group outperformed the PBL group in post-test results, demonstrating higher levels of achievement, engagement, and consistency. The statistical analysis, including t-tests and effect size measures, confirmed that TBL had a stronger impact on both overall listening performance and specific sub-skills such as listening for gist and inferencing. The study concludes that while both approaches are effective, Task-Based Learning provides a more structured and interactive environment that enhances listening development more efficiently. Therefore, it is recommended that EFL teachers integrate task-based strategies into their classrooms to improve students’ listening abilities and overall communicative competence.