The impact of task-based approach in enhancing non-english major students’ speaking fluency

Abstract

This paper sought to scrutinize the effects of tasks-based instruction on non-English major students’ speaking fluency. To this aim 40 students were selected who were divided into two homogeneous groups by administering a pretest to determine their current proficiency level in speaking skill. Both control and experimental groups received the same kinds of language material. Only experimental group received material through tasks-based instruction. Findings of post test revealed significant differences between control and experimental groups in term of their speaking fluency.