Educational Innovation and Teacher Development

This paper explores the application of task-based teaching method in English education at second ary vocational schools, aiming to address the challenges of low student engagement and weak practical skills.Based on Willis’ task-based teaching framework and Krashen’s input hypothesis, the study proposes a three stage application model (pre-task, task cycle, post-task) and validates its effectiveness through a classroom experiment. The findings show that task-based teaching can significantly improve students’ English application abilities and learning motivation, especially in vocational context-related tasks. The research provides practical references for enhancing English teaching quality in secondary vocational education.