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All Journal ANTHOR: Education and Learning Journal
Kalayo Hasibuan
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
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Implementing Task-Based Instruction in the Primary EFL Classroom: A Narrative Literature Review Kalayo Hasibuan; Dian Adelia Putri; Parasetya Harahap; Chintya Wimanda
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.612

Abstract

Task-Based Instruction (TBI) has become one of the most widely discussed approaches in English as a Foreign Language (EFL) teaching due to its emphasis on meaningful communication and learner-centered activities. This narrative literature review aims to examine the implementation of Task-Based Instruction in primary EFL classrooms and explore its impact on language learning outcomes, student engagement, and teaching practices. The study reviews recent national and international literature published between 2023-2025. The findings indicate that Task-Based Instruction promotes active participation, enhances communicative competence, increases learner motivation, and facilitates the development of integrated language skills. The review also reveals several challenges in implementation, including teachers’ limited understanding of task design, classroom management difficulties, assessment issues, and curriculum constraints. Furthermore, the integration of technology and authentic learning materials has been shown to strengthen the effectiveness of task-based instruction in primary education settings. The study concludes that Task-Based Instruction is a promising pedagogical approach for young EFL learners when supported by adequate teacher training, instructional resources, and contextual adaptation.
Integrating Listening: Speaking Tasks in EFL Classrooms Kalayo Hasibuan; Annisa Falasifa; Jannatul Hillati
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.625

Abstract

The integration of listening and speaking skills in English as a Foreign Language (EFL) classrooms has become an effective pedagogical approach to enhancing learners’ communicative competence. This paper explores the role of integrated listening and speaking activities in improving students’ language performance, participation, and confidence in using English. Listening activities provide meaningful language input, while speaking tasks offer opportunities for learners to actively produce language and express their ideas in communicative contexts. The integration of these skills facilitates the development of essential language components, including vocabulary, pronunciation, fluency, and listening comprehension, in a more holistic and interconnected manner. In classroom practice, various interactive strategies, such as group discussions, role-plays, interviews, and task-based activities, can be employed to create engaging and student-centered learning environments. A review of the literature indicates that integrated listening and speaking instruction positively influences learners’ motivation and communicative ability. Nevertheless, successful implementation requires careful task design and effective classroom management to address challenges such as limited instructional time and varying levels of student proficiency. Therefore, integrating listening and speaking skills is recommended as an effective strategy for promoting meaningful language learning and improving students’ communicative competence in EFL settings.
Co-Authors Annisa Falasifa Chintya Wimanda Dian Adelia Putri Jannatul Hillati Parasetya Harahap