The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. The participants think that these difficulties have impact on the developing and enhancing of communicative competence of Sudanese EFL university learners to large extent. Finally, the study recommends that the learning tasks should address students’ language needs and interests and the students should be grouped according to their levels of proficiency besides that teachers must simplify the language required to undertake the task and make it easier for the students.
Keywords: Communicative Competence, EFL Instructors, Perspectives, Task-Based Language Teaching, sudanese
