THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING ON STUDENTS’ SPEAKING SKILLS.

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing students’ speaking skills. The research is motivated by the observed deficiency in learners’ practical speaking abilities, which limits their communicative competence in real-world interactions. TBLT is proposed as a dynamic instructional method aimed at fostering greater communicative fluency and learner confidence. A quantitative quasi-experimental design was employed, utilizing a pretest-posttest control group approach. Two classes were selected through random sampling: the experimental group received instruction via TBLT, while the control group followed conventional teaching methods. Homogeneity tests confirmed that both groups were statistically comparable, whereas normality tests revealed a non-normal distribution, prompting the use of the Mann-Whitney U test for analysis. The results yielded a significance value of 0.00 (p < 0.05), indicating a statistically significant improvement in the experimental group compared to the control group. These findings support the conclusion that Task-Based Language Teaching has a meaningful and positive impact on students’ speaking proficiency