Author(s): Mohammad Serajuddin

Abstract: This scholarly investigation, titled "Assessing the Pedagogical Efficacy of Task-Oriented Language Didactics: A Comparative Inquiry into English Proficiency Augmentation Among Bangladeshi Learners," dissects the multi-layered implications and efficacies of task-based language teaching (TBLT) in contrast to traditional pedagogical modalities within the Bangladeshi educational context. Employing a meticulous secondary source analysis, this research scrutinizes the pedagogical pluralism in TBLT and evaluates its quantitative and qualitative effectiveness, particularly focusing on English proficiency among Bangladeshi students. The study employs a rigorous methodological framework, incorporating criteria for source selection and methods for comparative analysis. The research explicates the synthesis of analyses and extrapolates both theoretical and practical implications. The task-type effectiveness in TBLT is thoroughly interrogated, providing nuanced insights into the types of tasks that significantly contribute to language acquisition. Additionally, the paper offers an in-depth contextual analysis to elucidate the cultural and educational factors that may influence the efficacy of TBLT in Bangladesh. The conclusion aggregates the key findings, delineates limitations, and furnishes recommendations for future empirical endeavors in this realm. This paper serves as a seminal work for educators, policymakers, and researchers aiming to comprehend the complexities and efficacies of TBLT in fostering English language proficiency in non-native speakers, particularly in a Bangladeshi milieu.

Keywords: Task-Based Language Teaching, Pedagogical Efficacy, English Proficiency, Secondary Source Analysis, Contextual Analysis, Task-Type Effectiveness.

Article Info: Received: 30 Dec 2023; Received in revised form: 01 Feb 2024; Accepted: 12 Feb 2024; Available online: 17 Feb 2024

DOI: 10.22161/ijels.91.25