The Effectiveness of Task-Based Language Teaching in Pronunciation Skills of Elementary Students

Abstract

This study aims to examine the efficacy of Task-Based Language Teaching (TBLT) in improving the pronunciation abilities of children at the primary level. The research focuses on a significant but relatively unexplored area within language education. The research utilizes a pre-test and post-test approach, leveraging the Azure AI platform for pronunciation evaluation, with a cohort of 7th-grade participants. The Task-Based Language Teaching (TBLT) intervention has been shown to substantially improve several aspects of pronunciation, including accuracy, fluency, completeness, and prosody. The results emphasize the practical implications for language educators and curriculum designers and the need for specific pronunciation teaching, especially at the primary school level. The paper proposes including several assessment methodologies while also recognizing the dependence on the Azure AI platform. The study continues by highlighting the significance of further research, encouraging inquiries into implementing Task-Based Language Teaching (TBLT) in various linguistic settings, with varied groups of learners, and over prolonged periods. This study is a valuable contribution to the existing body of knowledge on language teaching approaches by providing valuable insights into the potential of Task-Based Language Teaching (TBLT) for improving pronunciation skills in primary school.