VietTESOL International Convention 2026

Extensive research has proved that Task-based Language Teaching (TBLT) is an effective pedagogical approach for enhancing learners’ communicative language ability and fostering positive learning attitudes. However, most existing studies have been conducted in general English instructional settings and have predominantly relied on traditional linguistic indicators such as fluency and accuracy. Addressing this gap, the present study explores the effects of TBLT on the development of professional discourse competence among third-year Information Technology majors at University of Transport Technology. Applying a quasi-experimental design, the 15-week study was conducted in two groups of participants: 51 students in the experimental group who were instructed through a task-based approach while 52 students in the control group that received instruction through traditional ESP methodology. Data collection consisted of pre- and post- tests in speaking and writing, supported by discourse-oriented analytic rubrics and student interviews. The findings reveal that students who were involved in TBLT gained significant improvements in structuring technical information, implementing workplace communicative functions (e.g., presenting software products, reporting incidents, and solving problems, etc.) and sustaining coherence in occupational discourse. Qualitative findings further reveal that learners held positive perception of assigned tasks, viewing them as useful simulations that significantly contributed to their preparation for their future professional careers. The study enriches TBLT and ESP theoretical framework by positioning professional discourse competence as a central learning outcome in ESP environments and by providing pedagogical insights into task designs and assessment practices in ESP instruction.

Keywords: Task-based Language Teaching, TBLT, professional discourse competence, communicative functions,