<![CDATA[The expanding role of English as a global language has reshaped English as a Foreign Language (EFL) pedagogy toward approaches that emphasize communicative effectiveness, inclusivity, and contextual relevance. Teaching English as an International Language (TEIL) views English as a shared medium of international communication rather than a language bound to native-speaker norms. In this perspective, Task-Based Language Teaching (TBLT) provides a communicative framework that promotes meaningful language use through authentic tasks. However, the implementation of TBLT in EFL classrooms often requires methodological adaptation to accommodate learners’ proficiency levels and classroom realities. This study aims to examine how methodological adaptation is applied in a TEIL-based EFL classroom through task-based instruction. A qualitative descriptive research design was employed, involving 15 seventh-semester students from the English Education Department of Universitas Muhammadiyah Tangerang. Data were collected through a questionnaire consisting of ten items exploring students’ perceptions of task implementation, interaction, engagement, and communicative focus. The findings indicate that students perceived task-based learning positively, reporting increased confidence in using English, active collaboration, and a stronger emphasis on meaning over grammatical accuracy. These results suggest that methodological adaptation in TBLT supports communicative, flexible, and meaningful English learning]]>
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