The role of task-based language teaching (TBLT) in enhancing students’ speaking skills in English as a second language
DOI:
https://doi.org/10.62583/rseltl.v1i1.7Keywords:
Task-based language teaching, TBLT approach, Language instruction, Realistic situations, Learner needs and interestsAbstract
This is a qualitative, explorative research study in nature to determine the effect of TBLT on the speaking skills of ESL learners. Data were collected through semi-structured interviews with teachers and students, as well as classroom observations and documents that contain material used in the course. This is much in line with the present study that found out TBLT to bring positive impacts on the speaking ability of learners through opportunities to talk in real, meaningful communicative activities in English, which promote fluency, accuracy, and interactional competence. In the same line, the research has presented some challenges: the overwhelming, up to a point of feeling anxious, of the student with the tasks. It happens in a more frequent way when working in a group. There should be an equilibrium between the demands of the tasks and the use of correct grammar and vocabulary. In general, the study presents TBLT as an effective approach to enhancing students' speaking in ESL but agrees that some ways of mitigating the challenges arising from implementing TBLT are needed.
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Copyright (c) 2023 Ahmad Khan Khan, Sarah Wong, Mei Chen
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