The Effectiveness of Task-Based Language Teaching in Developing EFL Students’ Speaking Performance: The Case of Second Year EFL Students at Batna-2 University.
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Date
2023
Authors
Nawel CHAOUCHI
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Abstract
The purpose of this research is to investigate the effectiveness of implementing the TaskBased
Language Teaching approach (TBLT) on developing speaking performance
to second-year EFL students of English at Mostefa Benboulaid Batna-2 University. As a
result, we hypothesised that students exposed to the TBLT approach in their learning
would outperform their speaking performance than their classmates. A Mixed-Method
approach, a combination of quantitative and qualitative research methods, was used to
achieve the study’s objectives and aims. This study was carried out in three stages: the preexperimental
phase, the experimental phase, and the post-experimental phase.
During the pre-experimental phase, the researcher gathered preliminary data to lay
the groundwork for the experiment by administering two questionnaires to students and teachers of Englis
to determine students’ speaking difficulties and problems and investigate how oral
expression is taught to second-year students of English. In order to validate or reject the
hypothesis above, we used a quasi-experimental method with two intact groups
(experimental and control) and a pre/post-test design during the experimental phase. In
terms of the students’ speaking performance, the two intact classes were matched in pairs,
and we then had the experimental group of thirty-two (32) students and the control group
of thirty-two (32) students. As a result, the experiment was conducted on a sample of 64
second-year students from the English language and literature department during the
academic year 2017-2018. An observation grid supported the experiment to provide a clear
picture of TBLT implementation in oral classes. In the post-experimental phase, we
distributed an attitudes questionnaire to know the students’ views on adopting the TBLT
approach in the oral expression course. The findings indicated that students faced speaking
difficulties when they want to express their ideas and emotions. More significantly, the
results showed that the adoption of the TBLT approach resulted in a statistically significant
difference in speaking performance between the two groups in favour of the experimental
group. The findings are satisfactory in improving speaking performance; also, students
showed positive attitudes towards TBLT implementation. Based on these results, a set of
recommendations for students and teachers was provided.