This article examines the theoretical foundations and practical application of Task-Based Language Teaching (TBLT) for university students, specifically focusing on English for Specific Purposes (ESP) within non-philological higher education settings such as agricultural universities. While traditional grammar-translation and lecture-based methods often fail to equip students with functional professional communication skills, TBLT provides a dynamic, student-centered alternative. By focusing on meaningful, goal-oriented tasks that mirror real-world academic and professional scenarios, TBLT bridges the gap between passive language knowledge and active communicative competence. This paper outlines the key challenges of implementing TBLT in higher education, proposes a concrete agricultural ESP task model based on Jane Willis’s three-stage framework, and discusses integrated assessment strategies. Ultimately, the paper argues that TBLT is essential for preparing modern university graduates to successfully operate in globalized scientific and professional spheres.