Task-Based Approach (TBA) is an unconventional language teaching method where learners acquire language skills indirectly by engaging in meaningful tasks. TBA has attracted significant attention from Second Language Acquisition researchers and educators for over four decades, particularly in the context of enhancing reading and writing skills. However, there has been a notable lack of research on TBA that delves into the practical application and theoretical underpinnings related to listening and speaking skills. This study aims to identify students’ experience of using TBA as a method in oral learning using a qualitative method. The instrument is an interview protocol includes seven questions. The semi-structured delivered to six random selected students after teaching oral English for 8 weeks. The data were analyz_x005fed using Nvivo and the results indicated a useful and beneficial experience of students’ toward TBA and gave several significant suggestions for future study.

The purpose of this paper is to introduce the background and significance of the application of intelligent teaching platform in college English teaching, to explore the integration of intelligent teaching platform in English teaching, and to analyze its impact on teaching practice and students’ learning outcomes. This paper provides insights into the transformative role of these technologies in fostering personalized and adaptive learning experiences.