Task –Based Language Teaching to Promote English Listening and Speaking Abilities and Self-confidence Among Grade 3 Students
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Abstract
The purposes of this research were to study English listening and speaking abilities after learning through task –based language teaching and compared the self-confidence of students before and after learning through task –based language teaching. The target group was 49 Grade 3 students studying English (E 13101) in the second semester of the academic year 2016 at Montfort College Primary Section. The data collection instruments were listening and speaking abilities assessment that were administered after learning each lesson plans and self- confidence assessment that were administered before and after the experiment. The data were analyzed for mean, standard deviation and percentage of listening and speaking abilities and differences of self- confidence were compared. The findings were the students’ English listening and speaking abilities after learning through task –based language teaching was passed the preset criteria of 70% reaching excellent level. Moreover, the students’ self- confidence was higher after learning through task –based language teaching.
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