Exploring the Impact Task-Based Communicative Approach among University EFL Learners in Thailand: Basis for Curriculum Design

This study explored the impact of the Task-Based Communicative Approach (TBCA) in enhancing the speaking and listening skills of English as a Foreign Language (EFL) learners at a university in Thailand. A mixed-methods research design was utilized in the study combining quantitative data from a perception questionnaire with qualitative insights from semi-structured interviews to gain a comprehensive understanding of students' perceptions. The participants of the study were the fourth year graduating students of English Department, Faculty of Education. The sample was selected through purposive sampling method while the quantitative data was determined through the participants willingness to participate in the study. The study focused on how the task-based activity, the real-world communication, contribute to improvements in learners' confidence, collaboration, and overall language proficiency. The  findings provided valuable insights for curriculum development in EFL programs, particularly in the Mekong Region, where the demand for practical language skills is growing. The study also aimed to emphasize how EFL learners’ challenges enhance by TBCA for integrating task-based approaches into university-level English curricula.