EFFECTS OF TASK BASED SPEAKING ACTIVITIES ON EFL LEARNERS’ ORAL PERFORMANCE

Abstract

Task-based speaking activities have attracted considerable attention of many researchers in teaching and learning speaking skills. The current study is aimed at investigating the effects of Task-based speaking activities on non-English major students’ and examining their attitude towards the implication of speaking activities based on tasks. The study was conducted at a university in the Mekong Delta of Vietnam in the second semester of the school year 2020-2021. Fifty-eight non-English major students who are all studying the second course of the General English subject at the university were recruited as participants of the study. A pre-test and post-test were used to measure the participants’ oral performance and a questionnaire was employed to examine the experimental group’s attitude towards the use of task-based speaking activities. The findings indicate that EFL students in the experimental group gained more development in oral performance than their peers in the control group which was instructed in the traditional method. Furthermore, EFL students not only express their completed agreement on the benefits which they receive from speaking lessons practiced with task-based speaking activities. Article visualizations: