This paper explores the existing challenges that hamper instructors’ and learners’ efforts while adopting task-based instruction in their contexts of learning the English language. Teaching and learning English as a second language continues to draw attention regarding the appropriate approach that instructors should adopt particularly in the case of Sudan where Arabic is the first language. A mixed method was embraced to answer research objectives of this study. In the study, questionnaires and interviews were administered to the research subjects who were recruited from the University of Khartoum using convenience sampling technique. Data from the study was analyzed using the SPSS software where descriptive and inferential statistics to test research objectives of the study. Results of the study indicated a correlation between the need to adopt the task-based instruction with 18% of the students interviewed attributing that task-based instruction approach failed to foster students’ speaking skills.
Keywords: English Language, Language Fluency, Second Language Acquisition, Task-Based Instruction Approach
