The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School

Moti Alemayehu Dheressa, Tamiru Olana, Ebisa Bekele

Abstract


Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.


Keywords


Effects; Speaking Instruction; Perception; Speaking perception;

Full Text:

FULL PDF

References


Abate KN (2017). Exploring Practices and Challenges of Task based speaking instruction Approach in the Teaching-Learning of Speaking Skill in EFL Class Room: The Case of Tana Haik Senior Secondary and Preparatory Schools Grade 11 at Bahir Dar.. Inter. J. Eng. Lit. Cult. 5(5): 123-164

Barnard, R., & Nguyen, G. V. (2010). Task-based language teaching (TBSI): A Vietnamese case study using narrative frames to elicit teachers’ beliefs. Language Education in Asia, 1(1), 77–86. https://doi.org/10.5746/leia/10/v1/a07/barnard_nguyen

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389–396. https://doi.org/10.1093/elt/56.4.389

Cray, E., & Currie, P. (1996). Linking adult learners with the education of L2 teachers. TESOL Quarterly, 30(1), 113. https://doi.org/10.2307/3587609

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Sage.

Deng, C., & Carless, D. R. (2010). Examination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation. Language Assessment Quarterly, 7(4), 285–302. https://doi.org/10.1080/15434303.2010.510899

East, M, (2021). Foundational Principles of Task-based Language Teaching. New York, NY : Routledg.

East, M. (2017). Research into practice: The task-based approach to instruct second

language acquisition. Language Teaching, 50(3), 412–424.

Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, 50(3), 213–218. https://doi.org/10.1093/elt/50.3.213

Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language

Teaching, 50(4), 507–526.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task based speaking instruction. Theory and practice.

Hadi, A. (2012). Perceptions of task-based language teaching: A study of Iranian EFL learners. English Language Teaching, 6(1). https://doi.org/10.5539/elt.v6n1p103

Ho, W. K., & Wong, R. (2004). English Language Teaching in East Asia Today: Changing Policies and Practices. Eastern Universities Press.

Huang, D. (2015). A study on the application of task-based language teaching method in a comprehensive English class in China. Journal of Language Teaching and Research, 7(1), 118. https://doi.org/10.17507/jltr.0701.13

İlïn, G., İnözü, J., & Yumru, H. (2007). Teachers’ and learners’ perceptions of tasks: objectives and outcomes. Journal of Theory and Practice in Education, 3(1), 60–68.

Jeon, I. (2005). An analysis of task-based materials and performance: focused on Korean high school English textbooks. English Teaching, 60(2), 87–109.

Jeon, I., & Hahn, J. (2006). Exploring EFL teachers ’ perceptions of task-based language teaching: a case study of Korean secondary school classroom practice. The Asian EFL Journal, 8(1), 123–143.

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249. https://doi.org/10.1017/s0261444807004363

Meng, Y., & Cheng, B. (2010). College students’ perceptions on the issues of task-based language teaching in mainland. Journal of Language Teaching and Research, 1(4). https://doi.org/10.4304/jltr.1.4.434-442

Meseret, T. (2012). Instructors and students’ perceptions and Practices of task- writing in an efl context. based (PhD Dissertation).

Murad, T. M. (2009). The Effect of Task-based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and their Attitudes towards English Unpublished Ph.

Murphy, J. (2003). Task-based learning: the interaction between tasks and learners. ELT Journal, 57(4), 352–360. https://doi.org/10.1093/elt/57.4.352

Nunan, D. (2004). A framework for task-based language teaching. In Task-Based Language Teaching (pp. 19–39). Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.

Rifkin, B. (2000). Revisiting beliefs about foreign language learning1. Foreign Language Annals, 33(4), 394–408. https://doi.org/10.1111/j.1944-9720.2000.tb00621.x

Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL, International Review of Applied Linguistics in Language Teaching: Revue Internationale de Linguistique Appliquee Enseignement Des Langues. Internationale Zeitschrift Für Angewandte Linguistik in Der Spracherziehung, 41(3). https://doi.org/10.1515/iral.2003.010

Tahririan, M. H., & Basiri, F. (2005). Reading internet documents: appraising esp reading from a new perspective. In G. Kiany & M. Khayamdar (Eds.), Proceedings of the first national ESP/ EAP conference (pp. 134–156). SAMT Publications.

Van Le, T. (2014). Factors affecting task-based language teaching from teachers’ perspectives. Studies in English Language Teaching, 2(1), 108. https://doi.org/10.22158/selt.v2n1p108

Willis, J. (1996). A Framework for Task-based Learning. Harlow, England: Longman.

Yinager, T. (2015). The Effects of Meaning-Focused Oral Tasks on Adult EFL Learners’ Motivation and their Perceptions of the Usefulness of the Tasks for Learning English. English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info, Issue No.50, v.17, 2016




DOI: https://doi.org/10.33394/jollt.v12i2.8848

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Yeroo Mootii Alemayehu

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.