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Abstract: Discovering the best approach to Teaching and Learning (TL) process in the class must be the lecturers’ focus and cannot be separated from the students’ role. The students’ responses should be a consideration for determining the best approach to reach the learning objectives. This present study explored how ESP students responded to Task-Based Language Teaching (TBLT) implementation on English for Agriculture class. A qualitative study was carried out with 22 Agriculture students from Agroecotechnology department. The study identified the benefits of TBLT for helping the students mastering the materials as well as building their collaborative and creative thinking skills in group work. In addition, TBLT also raised the students’ awareness that learning English was easier when they became the center of learning. The students’ response showed whether TBLT might be applied continuously for supporting the TL process. The findings of the research may be beneficial for ESP lecturers from different field to consider using TBLT in ELT context.

Keywords: ESP students, Task-Based Language Teaching (TBLT), Students’ response, English Language Teaching (ELT).