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Abstract
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In an increasingly globalized workforce, proficiency in English as a lingua franca has become indispensable. However, merely possessing linguistic competence is no longer sufficient for success in professional environments. Modern workplaces require individuals to possess a wide range of soft skills, including effective communication, teamwork, problem-solving, adaptability, and leadership, alongside language proficiency (Robles, 2012). Despite the growing emphasis on these competencies, there is a significant gap in language education that addresses both language acquisition and the cultivation of soft skills in an integrated manner (Dudley-Evans & St John, 1998). Task-Based Language Teaching (TBLT), with its focus on real-world tasks and communicative competence, offers a unique opportunity to bridge this gap by serving as a platform for both language learning and the development of crucial professional soft skills (Ellis et al., 2019). TBLT has been widely recognized for its effectiveness in improving learners' communicative abilities by engaging them in meaningful, task-driven activities that simulate real-life scenarios. However, the potential of TBLT to foster soft skills, which are increasingly valued in professional English contexts, has received little attention. Given the multifaceted demands of professional communication, there is a pressing need to explore how task-based learning can promote not only linguistic competence but also the soft skills necessary for navigating complex, multicultural, and collaborative professional environments. The problem of this research, therefore, lies in the need to develop an instructional model that not only improves language proficiency but also nurtures the soft skills necessary for professional success. This research seeks to address this gap by exploring how TBLT can serve as a platform for soft skills development in learners of Professional English. Specifically, it will investigate whether integrating soft skills
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