Task‐Based Language Teaching to Develop Japanese Language Speaking Skills among Thai Secondary Students
Keywords:
task‐based language teaching, Japanese language education, speaking skills, Thai secondary studentsAbstract
Japanese is a widely taught foreign language in Thailand, with secondary school students being the largest group of learners. However, many students struggle with speaking Japanese. This study aimed to address this issue by: (1) developing task-based language teaching (TBLT) lesson plans to improve the speaking skills of Thai learners, targeting an efficiency criterion of 75/75; (2) evaluating the influence of TBLT on students’ anxiety related to speaking Japanese; and (3) exploring students’ attitudes towards the TBLT lesson plans. The study used a single-group quasi-experimental design. Data were collected over four action research cycles, involving 42 purposively selected secondary school students enrolled in a Japanese elective course. The instruments used included post-cycle tests, post-tests, and questionnaires. The findings revealed that: (1) the TBLT lesson plans achieved an efficiency criterion of 83.13/85.94, exceeding the target of 75/75; (2) a paired samples t-test indicated a significant reduction in students’ anxiety levels, with scores before the intervention (M = 20.190, SD = 1.131) compared to after the intervention (M = 16.595, SD = 1.594); t(41) = 14.217, p < .01; and (3) the questionnaire results showed positive attitudes towards the TBLT lesson plans. Additionally, the study discussed the challenges encountered and provided pedagogical implications for future practice.
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