USING TASK-BASED LANGUAGE TEACHING TO ENHANCE THE ORAL COMMUNICATION SKILLS OF GRADE 11 STUDENTS

Marielily Baillo, Milane Pradia, Faith Ann Encarnacion, Edroslyn Fernandez

Abstract


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.

 

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Keywords


task-based language teaching, oral communication, language learning, English proficiency, Grade 11 students, traditional teaching methods, active learning, student engagement, student-centered learning

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References


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DOI: http://dx.doi.org/10.46827/ejlll.v9i2.618

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