Decoding Learner Factors in Task-Based Language Acquisition/Teaching Within Uganda's Competence Based Lower Secondary School Curriculum

Abstract

This study explores the impact of Task-Based Language Teaching (TBLT) within Uganda’s Competence-Based Lower Secondary School Curriculum and its influence on second language acquisition. TBLT emphasizes real-world communication tasks over traditional grammar-focused methods, aligning with learner-centered and competency-based pedagogical goals. The research investigates how key learner factors, motivation, engagement, self-efficacy, and cultural background, influence the success of TBLT implementation in diverse Ugandan classrooms. A mixed-methods approach was adopted, combining survey questionnaires, interviews, focus groups, and classroom observations to obtain comprehensive insights from both students and teachers. The study further analyzes how Uganda’s socio-economic and linguistic diversity, including the prevalence of multilingual learners, affects language development outcomes and teacher preparedness. Particular attention is given to the challenges and opportunities teachers face in adapting TBLT strategies to suit varied learner profiles. Findings from both the quantitative and qualitative data strands are integrated to provide a nuanced understanding of how contextual and learner variables interact with pedagogical practice. The study contributes to the growing body of literature on communicative language teaching and provides practical implications for educators, curriculum developers, and policymakers seeking to improve language instruction in multilingual, resource-constrained settings.