USING TASK-BASED LANGUAGE TEACHING TO ENHANCE THE ORAL COMMUNICATION SKILLS OF GRADE 11 STUDENTS
DOI:
https://doi.org/10.46827/ejlll.v9i2.618Keywords:
task-based language teaching, oral communication, language learning, English proficiency, Grade 11 students, traditional teaching methods, active learning, student engagement, student-centered learningAbstract
This mixed-methods research evaluates the impact of the Task-Based Language Teaching (TBLT) approach on Grade 11 students' oral communication skills. Considering the learning obstacles students encounter in building confidence and fluency while speaking English, this study seeks to assess whether the impact of TBLT teaching is more effective than traditional teaching methods in increasing students' oral proficiency. The study was conducted in public high schools in Davao City with a sample of 120 Grade 11 students. Students in the experimental group were taught using TBLT, while the control group was taught using lecture-based teaching methods. Students' speaking skills regarding fluency, accuracy, vocabulary, and coherence were assessed through pre- and post-assessments. Statistical analysis of the data indicated that the gains in oral communication skills for the experimental group were significantly higher than those of the control group. This implies that TBLT, which employs real-life tasks and student-centred learning, is more effective in developing oral communication skills than traditional teacher-centred approaches. The research results support using TBLT in language instruction, suggesting that the approach can improve student engagement and confidence in speaking English. Future research could explore the long-term impact of TBLT and its applicability across various educational contexts.
References
Alasal, M. S. (2025). Exploring the role of task-based language teaching in enhancing communicative competence. International Journal of Language and Communication, 12(1), 45–60. Retrieved from https://www.researchgate.net/publication/388823650
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). George Washington University. Retrieved from https://eric.ed.gov/?id=ED336049
Freeman, S., Eddy, S. L., McDonough, M., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Ismail, S. M., Wang, C., & Jamalyar, R. (2023). The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading. Asian-Pacific Journal of Second and Foreign Language Education, 8(42). Retrieved from https://sfleducation.springeropen.com/articles/10.1186/s40862-023-00216-2
Littlewood, W. (2021). Enhancing authentic communication in language classrooms through task-based approaches. ELT Journal, 75(1), 15–24. https://doi.org/10.1093/elt/ccaa067
Lume, L., & Hisbullah, M. (2022). The effectiveness of task-based language teaching to teach speaking skills. JOLLT Journal of Languages and Language Teaching, 10(1), 85–93. https://doi.org/10.33394/jollt.v10i1.4399
Noroozi, M., & Taheri, S. (2022). Task-based language assessment: A compatible approach to assess the efficacy of task-based language teaching vs. present, practice, produce. Cogent Education, 9(1), 2105775. https://doi.org/10.1080/2331186X.2022.2105775
Panduwangi, M. (2021). The effectiveness of task-based language teaching to improve students' speaking skills. Journal of Applied Studies in Language, 5(1), 205–214. https://doi.org/10.31940/jasl.v5i1.2490
Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). W. W. Norton & Company. Retrieved from https://www.bxscience.edu/ourpages/auto/2014/11/16/50007779/Piaget%20When%20Thinking%20Begins10272012_0000.pdf
Shintani, N., & Ellis, R. (2021). The comparative effects of task-based and traditional instruction on L2 speaking gains. TESOL Quarterly, 55(3), 730–755. https://doi.org/10.1002/tesq.303
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Xu, J., & Fan, Y. (2022). Finding success with implementing task-based language teaching: The role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. https://doi.org/10.1080/07908318.2020.1797082
