Vol. 5, Issue 2, Part B (2023)

This paper explores the integration of Task-Based Learning (TBL) in English Language Teaching (ELT) programs, with a focus on incentivizing excellence through task-based earnings. It traces the historical shift from traditional ELT methods to student-centric TBL. Objectives include assessing the promises and challenges of task-based earnings and understanding their impact on teacher performance and student-centered teaching. The literature review emphasizes TBL's evolution, highlighting its positive influence on meaningful language use and proficiency. Integrative motivation in language learning and the concept of task-based earnings are discussed, drawing inspiration from various industries. The methodology outlines research design, data collection, and analysis methods. Participants include diverse ELT teachers and students, with thematic analysis and statistical tools employed. Results demonstrate benefits like improved student motivation and enhanced language proficiency, while acknowledging challenges such as potential inequity and teacher stress. Teacher and student perspectives offer insights. The discussion interprets findings, emphasizing the alignment of teacher and student interests as a motivational catalyst. The conclusion reflects on the positive impact of task-based earnings, inspiring educators and fostering student-centered language learning experiences.