INTEGRATING TASK-BASED LEARNING AND FORMATIVE ASSESSMENT TO DEVELOP ENGLISH COMMUNICATIVE COMPETENCE AMONG UNIVERSITY STUDENTS

Abstract

Developing English communicative competence is one of the important objectives of modern higher education. However, university students may possess sufficient grammatical knowledge and vocabulary while experiencing difficulties in spontaneous speaking, expressing opinions, and participating in meaningful conversations. This article examines the pedagogical potential of integrating task-based learning and formative assessment in English language teaching at Uzbek universities. Particular attention is given to communicative tasks, continuous feedback, peer assessment, self-assessment, and learner reflection. The article argues that the combination of purposeful language use and systematic formative assessment can create a supportive learning environment in which students gradually improve speaking fluency, linguistic accuracy, interactional competence, and confidence. Practical recommendations for implementing these approaches in university English classrooms are also presented