IMPROVING STUDENTS SPEAKING ABILITY BY USING THE TBLT (TASK-BASED LANGUAGE TEACHING): A CASE STUDY OF THE EFL (ENGLISH AS A FOREIGN LANGUAGE) CLASSROOM IN A PRIMARY SCHOOL IN CHINA
คำสำคัญ:
TBLT, speaking ability, EFL learners, Primary education in Chinaบทคัดย่อ
This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in developing the English-speaking ability of Grade 4 students within a Chinese primary school context. While TBLT is globally acknowledged in language education, its impact on young English as a Foreign Language (EFL) learners remains underexplored in Chinese primary contexts. The study aims to (1) examine the effect of TBLT on students’ oral English proficiency and
(2) explore students’ satisfaction with the TBLT learning experience. A one-group pretest-posttest design was employed over a two-month instructional period. Ninety students engaged in task-based lessons designed to promote meaningful, real-world communication. Data were collected through speaking tests administered before and after the intervention, along with a post-intervention questionnaire measuring satisfaction with teaching content, learning activities, the instructor, and assessment. The findings showed a statistically significant improvement in students’ speaking performance following the TBLT intervention. Students also reported high levels of engagement and satisfaction, frequently noting the interactive and supportive nature of the classroom environment. These results indicate that TBLT constitutes a pedagogically robust and engaging instructional approach, capable of fostering an interactive classroom climate and promoting sustained learner involvement. Students exhibited heightened motivation and notable gains in oral proficiency as a result of task-based instruction, underscoring TBLT’s potential as an effective vehicle for developing communicative competence in primary EFL contexts. The study offers pedagogical implications for the integration of learner-centered, task-oriented methodologies in early English education and contributes to the empirical foundation supporting TBLT in Asian language learning environments.
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