Effectiveness of Task-Based Language Learning Approach for Fostering English Speaking Skills of Secondary Level Students

Abstract

The study aims to explore the effectiveness of a task-based language learning approach for fostering English-speaking skills of secondary-level students at Sanghar. The quantitative research approach is adopted in which pre, and post-tests are used as a tool to measure the English-speaking proficiency of secondary-level students. Brown (2001) rubric was used to assess student speaking skills. The stratified sampling was employed to select participants. The participants of the study include 50 control group students and 50 experimental group students from the government school Sanghar. The data was analyzed by using statistical packages for social sciences (SPSS) software in which a paired sample T-test was employed to know the significant difference between pre and post-task interventions. The findings revealed that there is a substantial difference in the pretest and posttest scores of students. Task-based learning has an enormous impact on the enhancement of speaking skills among senior high school students. TBL provides students with the opportunity to enhance their speaking skills through the completion of tasks. The study recommends that task-based language learning should be implemented in English classrooms at the secondary level.

Keywords- Effectiveness, Task-Based Language Learning Approach, Fostering English Speaking Skills, Students