This study examined the effectiveness of task-based language teaching (TBLT) in enhancing practical English communication skills among learners at private language centers in Hanoi, Vietnam. Adopting a mixed-methods design, the research integrated quantitative data from surveys of 80 learners with qualitative insights from semi-structured interviews conducted with five experienced English teachers. The findings revealed that TBLT significantly improved learners’ confidence, classroom engagement, and communicative competence. Participants responded positively to task-oriented instruction, highlighting its relevance to real-life communication contexts. However, several challenges were identified, including limitations in task design, a lack of localized instructional materials, and persistent learner anxiety during performance-based tasks. The study provides empirical support for the applicability of TBLT within the Vietnamese EFL context, emphasizing the importance of developing structured task banks, enhancing teacher training in task-based pedagogy, and offering psychological support to learners. These results have practical implications for curriculum reform and contribute to ongoing discussions on the sustainable implementation of TBLT in English language education.