The Role Of Task-Based Language Teaching (Tblt) In Enhancing Learner Autonomy At Different Stages Of English Language Acquisition

This article explores the role of Task-Based Language Teaching (TBLT) in enhancing learner autonomy at different stages of English language acquisition. In modern pedagogy, developing independent learning skills is considered one of the key objectives of language education. The study examines how TBLT, as a student-centered and communicative approach, contributes to fostering autonomy among learners in primary, secondary, and tertiary education. The research is based on theoretical analysis of existing literature and comparative evaluation of teaching practices across different educational levels. The findings suggest that TBLT significantly promotes learners’ responsibility, decision-making ability, and motivation, although its effectiveness varies depending on learners’ cognitive development and educational context. The article concludes that successful implementation of TBLT requires adaptation to learners’ age, proficiency level, and learning environment.