Abstract
This study develops and empirically validates an adapted task-based framework for improving core speech activity domains – listening, speaking, reading, and writing – among learners with visual impairments at different educational levels. The objective was to create a comprehensive communicative task system that aligns with the perceptual characteristics of visually impaired learners while fostering their social integration through tailored pedagogical methods. The study employed a mixed-methods approach, combining modeling, comparative analysis, structural-functional examination, and pedagogical experimentation. Results indicated a substantial improvement in communication skills among the experimental groups, with significant gains in English language proficiency, conversational engagement, and autonomy compared to the control groups. These findings demonstrate that an adapted task-based approach can be used as a practical pedagogical tool in inclusive English language instruction, as it supports not only language development but also learners’ autonomy, classroom participation, and social integration.