Effects of Culture-Based Tasks in Improving Students of English as a Foreign Language Speaking Skills: Jimma College of Teachers Education

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Abstract

This study aimed to examine how culture-based tasks can enhance college students speaking skills. The researchers used a pre-post-Test nonequivalent control group design, which is a type of quasi-experimental design, along with a quantitative research approach. The participants were 60 students in the second semester of the academic year 2021/22, divided into an experimental group consisting of 31 students and a control group consisting of 29 students. To gather data, a pre-Test and post-Test speaking test were conducted to evaluate the speaking accuracy and fluency levels of both groups before and after the intervention. The analysis of the pre-Test results indicated no significant difference between the two groups. Throughout the study, the experimental group engaged in culture-based tasks as a means to improve their speaking accuracy and fluency for a period of three months, while the control group continued with conventional methods. At the end of the intervention, a post-Test was administered to both groups, and their achievements were compared. The statistical analysis showed that the experimental group obtained higher average scores in the post-Test, indicating that they exhibited better speaking accuracy and fluency after the intervention compared to the control group. These findings emphasize the positive impact of incorporating culture-based tasks in language learning contexts. The study recommends integrating such tasks to cultivate a more conducive English classroom environment and enhance students speaking skills.

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APA

Mekonnen, T. T., Dobeche, T. M., & Djibiti, A. N. (2023). Effects of Culture-Based Tasks in Improving Students of English as a Foreign Language Speaking Skills: Jimma College of Teachers Education. International Journal of Learning, Teaching and Educational Research, 22(9), 117–139. https://doi.org/10.26803/ijlter.22.9.7

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