Soft Skills Development through Task-Based Language Learning: Insights from Higher Education in the Malaysian Context
Abstract
This study investigated the development of soft skills through task-based language learning (TBLL) in higher education in the Malaysian context. With the growing emphasis on graduate employability and 21st century competencies, it has become increasingly important to integrate soft skills into language instruction. Employing a mixed-methods approach, this study combined quantitative and qualitative data to ensure methodological triangulation and deeper understanding. Data collection involved a survey of 102 language lecturers, distributed via an online platform (Google Forms), followed by a focus group discussion with 4 experienced language educators. The survey aimed to identify key soft skills emphasized in current language instruction, while the focus group provided richer insights into their classroom implementation and pedagogical strategies. The survey results revealed communication, collaboration, and problem-solving as the most essential soft skills, which subsequently guided the qualitative phase of the study. Thematic analysis of the qualitative data was conducted using Miles and Huberman’s framework (1994). Findings underscore the effectiveness of TBLL in promoting these soft skills, particularly when tasks are authentic, learner-centred, and aligned with real-world contexts. However, the study also identified challenges, including limited teacher training, curriculum constraints, and lack of institutional support. The study concludes with practical recommendations for integrating soft skills into language curricula more systematically. These include professional development for educators, curriculum redesign, and institutional commitment to holistic education. Overall, this study contributes to ongoing discussions on enhancing language education through TBLL while supporting the development of soft skills crucial for students’ academic and professional success in the Malaysian higher education landscape.
https://doi.org/10.26803/ijlter.24.4.24
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