Developing and Evaluating a Task-Based English E-Module for Digital Marketing to Enhance Students' Speaking Performance
DOI:
https://doi.org/10.33394/jp.v13i4.21990Keywords:
E-Module, Task-Based Language Teaching, Storytelling, Digital MarketingAbstract
This study aims to develop and evaluate an English for Digital Marketing e-module based on Task-Based Language Teaching (TBLT) to improve students’ speaking performance in delivering digital marketing narratives in English. In an English for Specific Purposes (ESP) course, more than 40% of marketing management students failed to achieve the expected level of speaking competence. The study employed a Research and Development (R&D) approach using the ADDIE model. The e-module was evaluated through a limited trial involving 16 students using a one-group pretest–posttest design. Validation by subject-matter and multimedia experts indicated that the e-module was feasible and categorized as very good. The paired-samples t-test revealed a statistically significant increase in the mean score from 49.53 to 64.52 (p = .0358), with a moderate effect size (Cohen’s d = .577), although the mean N-gain score was low (0.258). The mean score increased by 30.3%, although the magnitude of improvement varied across students. These findings suggest that the TBLT-based e-module has the potential to improve students’ English-language performance in digital marketing storytelling. The findings further suggest that vocational ESP lecturers can use task-based e-modules to train students to transform visual marketing data into oral analyses and recommendations. However, longer interventions incorporating individualized mentoring may be needed to achieve more consistent learning gains across students. Program administrators may also consider adopting the e-module as supplementary instructional material within outcome-based curricula.
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