Task-Based Language Teaching for Employability Skills in Saudi EFL Classrooms

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@article{1718213,
      author = {Mohammed Ali Aziz, Mazen Hafez},
      title = {Task-Based Language Teaching for Employability Skills in Saudi EFL Classrooms},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {11},
      pages = {3932-3941},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1718213.pdf},
      abstract = {This paper examines the use of Task-Based Language Teaching (TBLT) to develop the employability skills of Saudi English as a Foreign Language (EFL) learners. The topic is timely because Saudi higher education is increasingly expected to prepare graduates for effective collaboration, professional interaction, adaptability, critical analysis, technology use, and change management in support of Saudi Vision 2030 and the Human Capability Development Program (Saudi Vision 2030, 2025a, 2025b; Banafi, 2025). This paper presents a structured narrative review, informed by PRISMA 2020 principles, of recent literature on TBLT, employability skills, workplace readiness, motivation, anxiety, and innovation in Saudi EFL higher education from 2020 to 2025. The review suggests that TBLT is most effective when English lessons incorporate meaningful workplace-related tasks, such as presentations, email negotiation, data interpretation, meeting organization, customer communication, and problem solving (Ismail et al., 2023; Bhandari et al., 2025; Al-Rashidi, 2025). Beyond improving English proficiency, TBLT can support transferable skills such as initiative, teamwork, computer-mediated communication, self-regulation, and critical thinking. Recent Saudi studies also indicate that teachers and learners recognize the value of English learning that connects theory with practice (Aljasir, 2024; Hasan, 2025). However, implementation challenges remain, including limited performance-based assessment, large class sizes, uneven teacher expertise, and weak curriculum alignment. The paper proposes a four-stage framework for implementing TBLT in Saudi EFL classrooms: pre-task preparation, task cycle, reflection, and performance-based assessment. Overall, TBLT is presented as a pedagogical approach that can integrate language learning with employability development.},
      keywords = {Task-Based Language Teaching; Employability Skills; Saudi English As A Foreign Language (EFL); Higher Education; Workplace Communication; Vision 2030},
      month = {May},
      doi = {https://doi.org/10.64388/IREV9I11-1718213}
  }