A Comparative Review of Task-Based Language Teaching and the Production-Oriented Approach in English as a Foreign Language (EFL): Language and Thinking Skills Development

Abstract

Background: This study presents a critical comparison between Task-based Language Teaching (TBLT) and the Production-Oriented Approach (POA) in the context of English as a Foreign Language (EFL) instruction, aiming to explore their differences and complementary strengths in fostering both language proficiency and thinking skills.

Methods: This paper systematically reviews recent key literature in both Chinese and English, and conducts a comparative analysis of the theoretical foundations and teaching practices of TBLT and POA across five dimensions: task design, instructional goals, critical thinking development, teacher-student roles, and pedagogical adaptability.

Results: The results show that TBLT helps improve language fluency and communication skills among beginner learners, while POA places greater emphasis on logical expression and the development of critical thinking, making it more suitable for intermediate to advanced learners. The two approaches demonstrate complementary strengths across multiple dimensions, suggesting that integrating them into instructional design is both theoretically sound and practically feasible.

Conclusion: This study proposes an integrated instructional approach centered on ‘task-driven learning and output optimization,’ highlighting the need to flexibly combine TBLT and POA based on learners’ proficiency levels and specific teaching contexts. Future research may further explore the development and empirical validation of such hybrid models across intercultural and diverse educational settings.