Improving the language and communication competence of the elementary English learners through input-based tasks

This study evaluates the effectiveness of Input-Based Tasks in enhancing the linguistic communicative competence. proficiency and communicative competence of beginner learners of English in Vietnam. The research objectives align with the broader goal of developing students’ qualities and competencies in the context of fundamental and comprehensive educational reform, oriented toward establishing English as a second language in schools and creating a breakthrough in education and training development. The study employed scientific educational research procedures and methods, combining theoretical analysis, empirical investigation, statistical analysis, and both qualitative and quantitative evaluation, in order to address a problem that is both theoretical and practical in the innovation of English teaching content and methodology in secondary education. The findings demonstrate the effectiveness and feasibility of teaching English through Input-Based Tasks, which significantly improve linguistic proficiency and communicative competence among lower-secondary learners, contribute to the holistic development of learners’ qualities and competencies, and prove practical for both teachers and schools in the current educational context.