Impact of Authentic Task-Based Learning and Assessment on Omani University Female Students’ Willingness to Communicate in English

This quasi-experimental study explores the impact of authentic task-based learning on Omani university female students’ willingness to communicate (WTC) in English. The research examines key factors such as self-perceived communication competence (SPCC), communication anxiety, motivation, and the practical applicability of learning experiences. A sequential mixed-methods design was employed, beginning with quantitative data collection via questionnaires completed by 145 students, followed by qualitative interviews with nine selected participants. Results demonstrate that over 66% preferred familiar topics; 79% favoured pair work; WhatsApp (80%) and MS Teams (48.30%) were top communication tools. However, barriers such as unfamiliar topics, fear of making mistakes, and limited language proficiency hinder effective communication. The study highlights a strong correlation between WTC and confidence levels, emphasizing the role of authentic content and assessment in fostering student confidence, increasing practice opportunities, and promoting collaboration. These findings offer pedagogical insights into effective language instruction strategies aimed at enhancing learners’ WTC in EFL settings—crucial for preparing students for academic, professional, and societal participation.