THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON DEVELOPING EFL LEARNERS’ INTERACTIVE SPEAKING SKILLS: THE CASE OF SETIT PREPARATORY SCHOOL GRADE 11 STUDENTS IN FOCUS

Abstract

The main objective of this study was to investigate the effects of TBLT (Task-Based Language Teaching) on developing EFL (English as a Foreign Language) learners’ interactive speaking skills at Setit Preparatory School, 11th grade in focus. To this end, the study employed a quasiexperimental mixed-methods design, with two sections, ‘A’ and ‘B’ as intact groups selected to be subject of the study with 28 members per each group. This sample of study was taken using purposive sampling method; and grouped as control and experimental by lottery system to avoid bias. Then, the experimental group received intervention with TBLT, whereas the control group learnt with traditional approachesboth for 11 weeks, after the pre-test. Data were collected from the subjects through speaking tests, close-ended questionnaires, and semi-structured interviews; and analysed well quantitatively and qualitatively. Then, the key findings indicated statistically significant improvements in the experimental group’s post-test scores compared to the control group. Results of the questionnaire also showed TBLT’s effectiveness, maintaining confidence, vocabulary growth, and motivation. Likewise, the qualitative analysis emphasized TBLT’s role of encouraging authentic tasks for stress-free cooperative learningthe key way of realizing real-life oral communicative proficiency even though challenges like rigid systems of assessment and time-demands were notified. Accordingly, this study concludes as TBLT is effective for developing EFL interactive speaking skills; and recommends reforms of curriculum to adjust time allotment and assessment system with principles of TBLT. Finally, implications extend to teacher training and hybrid task-based models integrating technology.