Sociocultural Competence in Task-Based and Content-Based Instruction for Military English Speaking Activities

Effective communication is vital in military operations, yet access to military English learning resources is limited due to security concerns. As a result, practical language training is often insufficient in military classrooms. Regarding this institutional constraints on Military English practice, this study developed speaking-focused learning activities for military personnel, incorporating Content-Based Instruction (CBI) and Task-Based Instruction (TBI). Specifically, employing Celce-Murcia’s model of sociocultural communicative competence, the course aimed to enhance speaking skills in realistic military contexts. Seventeen officers and non-commissioned officers participated in an intensive eight-week program. Data were collected through Likert-scale questionnaires, open-ended surveys, and instructor reflections. Findings highlight three main outcomes: First, learners’ perceptions of English communication improved through CBI- and TBI-integrated tasks. Second, participants valued reading activities that offered relevant content and supported meaningful speaking practice, emphasizing the role of contextualized learning. Third, role-play tasks based on fictional readings enhanced learners’ sociolinguistic awareness and understanding of hierarchical and institutional dynamics. These results suggest that a context-rich, task-based approach can effectively support sociocultural communicative competence in military English education.