The Effectiveness of Task-Based Language Teaching in Developing EFL Students’ Speaking Performance: The Case of Second Year EFL Students at Batna-2 University.
| dc.contributor.author | Nawel CHAOUCHI | |
| dc.date.accessioned | 2024-06-03T10:29:23Z | |
| dc.date.available | 2024-06-03T10:29:23Z | |
| dc.date.issued | 2023 | |
| dc.description.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. | |
| dc.identifier.uri | https://dspace.univ-batna2.dz/handle/123456789/1783 | |
| dc.language.iso | en | |
| dc.title | The Effectiveness of Task-Based Language Teaching in Developing EFL Students’ Speaking Performance: The Case of Second Year EFL Students at Batna-2 University. |