Keywords
Task-Based Language Teaching
spoken production
spoken interaction
How to Cite
Abstract
This study aims to explore the impact of Task-Based Language Teaching on English-spoken production and interaction among English as a Second Language pre-university students in Malaysia. The quasi-experimental research design involved 63 pre-university ESL students and two ESL teachers from the Centre of Foundation Studies in Management at Universiti Utara Malaysia (UUM), Sintok, Kedah. Pre- and post-tests were conducted before and after the Task-Based Language Teaching intervention respectively. Data were also collected using semi-structured interviews, and online questionnaires. Data analysis procedures included a paired sample test, text analysis, thematic analysis and descriptive analysis. The results from the paired sample test revealed no statistically significant difference between the experimental and control groups. However, the experimental group indicated considerable development in spoken production and interaction in terms of fluency through reduction of fillers and improved speech quality. The thematic and descriptive analysis found that TBLT encouraged the students to enhance their spoken abilities. The findings suggest that although TBLT has the potential to foster greater fluency and deepen students’ engagement in language tasks.
References
Ahmed, R. Z., & Bidin, S. J. (2016). The effect of task-based language teaching on writing skills of EFL learners in Malaysia. Open Journal of Modern Linguistics, 6(3), 207-218. http://dx.doi.org/10.4236/ojml.2016.63022
Ali, I., Bibi, A., Ali, K., Aman, U., & Kabir, S. (2023). The effectiveness of task-based teaching in improving language proficiency among second language learners. Palarch’s Journal of Archaeology of Egypt/Egyptology, 20(2), 2085-2100.
Baharun, H., Harun, H., Abdullah, H., Zakaria, Z., Zakaria, Z. A., & Saad, N. S. M. (2023). Task-Based Language Teaching (TBLT): Exploring EFL learners peer interaction engagement. Jurnal Sains Insani, 8(1), 124-133.
Bosha, T. B. (2019). Exploring teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: Focus on Wolaita Sodo preparatory school. Journal of Literature, Languages and Linguistics, 60, 8-16. https://doi.org/10.7176/jlll/60-02
Braun, V. & Clarke, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
Carrero, N. P. (2016). Effects of tasks on spoken interaction and motivation in English language learners. GIST Education and Learning Research Journal, 13, 34-55. https://doi.org/10.26817/16925777.311
Chen, S., & Wang, J. (2019). Effects of Task-Based Language Teaching (TBLT) approach and language assessment on students' competences in intensive reading course. English Language Teaching, 12(3), 119-138. https://doi.org/10.5539/elt.v12n3p119
Chong, S. W. & Reinders, H., (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning and Technology, 24(3), 70-86.
Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching and Learning Practice, 10(1), 1-17.
Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: Problems and solutions. Jurnal Bahasa, Sastra, dan Pembelajarannya, 1(2), 133-146.
Flanders, N. A. (1970). Analyzing teaching behavior. Addison-Wesley.
Ganta, T. G. (2015). The strengths and weaknesses of Task-Based Learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, 3(16), 2760-2771.
Griffin, Z. M., & Ferreira, V. S. (2006). Properties of spoken language production. In M. J. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed.) (pp. 21-59). Academic Press. https://doi.org/10.1016/B978-012369374-7/50003-1
Harmer, J. (2003). Popular culture, methods, and context. ELT Journal, 57(3), 288-294. https://doi.org/10.1093/elt/57.3.288
Hassan, K. I., & Gao, X. (2021). Communicative Language Teaching in Malaysian ESL Context: A Qualitative Exploration into in-service teachers' beliefs and practices. International Journal of TESOL Studies, 3(1), 58-73.
He, J., Meyer, A. S., Creemers, A., & Brehm, L. (2021). Conducting language production research online: A web-based study of semantic context and name agreement effects in multi-word production. Collabra: Psychology, 7(1), 1-16. https://doi.org/10.1525/collabra.29935
Hung, N. V. (2012). Mother tongue use in task-based language teaching model. English Language Teaching, 5(8), 23-30. http://dx.doi.org/10.5539/elt.v5n8p23
Jones, D., & Hodson, P. (2012). Unlocking speaking and listening. Routledge/Taylor and Francis Group.
Kaplan, E. J., & Kies, D. A. (1995). Teaching styles and learning styles: Which came first? Journal of Instructional Psychology, 22(1), 29-33.
Kerlinger, F. N. & Pedhazur, E. J. (1968). Educational attitudes and perceptions of desirable traits of teachers. American Educational Research Journal, 5(4), 543-559.
Kyriacou, N. (2018). Teaching methods: An introduction to TBLT. https://www.english.com/blog/teaching-methods-introduction-to-tblt/
Lam, H. T. L., Nguyen, S. V., & Nguyen, H. A. T. (2021). University lecturers’ task-based language teaching beliefs and practices. Education Sciences, 11(11), 1-18. https://doi.org/10.3390/educsci11110748
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
Long, M. H., Lu, S., & Yi, W. (2017). Questions and answers on task-based language teaching. 国际汉语教育 (International Chinese Language Education), 2(1), 88-99.
Lu, Y., Shi, H., Mo, Q., Tang, W., & Weng, X. (2023). Study on the application of task-based language teaching in middle school oral English teaching in China. In SHS Web of Conferences (Vol. 168). EDP Sciences. https://doi.org/10.1051/shsconf/202316802004
Ministry of Higher Education (MOHE). (2011). English for work syllabus. Ministry of Higher Education.
McDonough, K., & Chaikitmongkol, W. (2007). Teachers' and learners' reactions to a task‐based EFL course in Thailand. TESOL Quarterly, 41(1), 107-132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x
Masuram, J., & Sripada, P. N. (2020). Developing spoken fluency through task-based teaching. Procedia Computer Science, 172, 623-630. https://doi.org/10.1016/j.procs.2020.05.080
Merouani, L. (2019). The role of task-based language teaching approach in developing EFL learners’ speaking skill case study: Second year EFL learners at the English Department of Bouzareah University-Algiers [Doctoral dissertation, University of Biskra].
Mukrib, A. (2020). Do Saudi learners of English recognize the benefits of consciousness-raising tasks and communicative tasks? English Language Teaching, 13(6), 172-190. https://doi.org/10.5539/elt.v13n6p172
Musazay, A. M. S. (2018). Teachers’ perspectives on task-based language teaching: A case study at International Islamic University Malaysia. IIUM Journal of Educational Studies, 5(1), 62-75. https://doi.org/10.31436/ijes.v5i1.159
Mustapha, S. M., & Yahaya, R. A. (2013). Communicative Language Teaching (CLT) in Malaysian context: Its’ implementation in selected community colleges. Procedia-Social and Behavioral Sciences, 90, 788-794.
Naru, S. K. P. A., Hashim, S. H. M., & Sabri, M. (2014). Task based language teaching: An approach to EFL classrooms in Malaysia. Symposium of International Language & Knowledge (SiLK 2014). (pp. 1-16). Centre for International Languages, UNIMAP. http://dspace.unimap.edu.my/handle/123456789/34591
Nghia, V. N. D., & Quang, N. N. (2021). Task-based language teaching to enhance learner communicative competence in Vietnam: A matter of opinion? International Journal of Linguistics, Literature and Translation, 4(8), 151-159. https://doi.org/10.32996/ijllt.2021.4.8.22
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Panduwangi, M. (2021). The effectiveness of task-based language teaching to improve students' speaking skills. Journal of Applied Studies in Language, 5(1), 205-214. https://ojs.pnb.ac.id/index.php/JASL/article/view/2490
Pathak, A., & Intratat, C. (2012). Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malaysian Journal of ELT Research, 8(1), 1-10.
Phukan, N., Volkova, S., Tuliakova, k., Pasichnyk, O., & Kornytska, Y. (2021). Teaching spoken production in global contexts 2021. Arab World English Journal, 12(4), 213-223. https://dx.doi.org/10.24093/awej/vol12no4.15
Raharjanti, N. W., Wiguna, T., Purwadianto, A., Soemantri, D., Indriatmi, W., Poerwandari, E. K., Mahajudin, M. S., Nugrahadi, N. R., Roekman, A. E., Saroso, O. J. D. A., & Ramadianto, A. S. (2022). Translation, validity and reliability of decision style scale in forensic psychiatric setting in Indonesia. Heliyon, 8(7), 1-5. https://doi.org/10.1016/j.heliyon.2022.e09810
Robinson, D.& Sielge, J.. (2017). Analyzing word and document frequency: Tf-IDF: Text mining with R. A Tidy Approach. https://www.tidytextmining.com/tfidf
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22.
Sang, H. T., & Loi, N. V. (2023). Review of the effects of Task-based Language Teaching on EFL learners’ speaking performance: What remains to be researched? CTU Journal of Innovation and Sustainable Development, 15(3), 23-33. https://doi.org/10.22144/ctujoisd.2023.048
Sabarudin, M. R. (2022). Task-based language teaching (TBLT) to increase English speaking skill of Indonesian secondary high school students. JLE: Journal of Literate of English Education Study Program, 3(1), 47-53.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford University Press.
Tran, Q. T. (2023). How to improve speaking skills for undergraduates at Dong Nai Technology University. Journal of English Language Teaching and Applied Linguistics, 5(2), 81-91. https://doi.org/10.32996/jeltal.2023.5.2.9
The Global Scale of English. (n.d). Global scale of English: Fast-track your progress. Pearson Languages. https://www.pearson.com/languages/why-pearson/the-global-scale-of-english.html
Ulla, M. B., & Perales, W. F. (2021). Employing group work for task performances in a task-based learning classroom: Evidence from a university in Thailand. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 27(2), 89-106. http://doi.org/10.17576/3L-2021-2702-07
Willis, J. (1996). A framework for task-based learning. Intrinsic Books Ltd.
Zhang, B. (2013). An analysis of spoken language and written language and how they affect English language learning and teaching. Journal of Language Teaching and Research, 4(4), 834-838. https://doi:10.4304/jltr.4.4.834-838
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 UNIMAS Publisher