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The impact of task-based instruction on Tabuk University EFL students' speaking skills

The purpose of the present study was to examine the impact of TaskBased Instruction (TBI) on Tabuk University EFL students' speaking skills and usage of tasks. The experimental design was applied to investigate the impact of TBI on students' speaking skills and uses of the tasks. Two cl...

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Main Authors: Kamariah, Yunus, Abdussalam, M.Aliia, Salah M., Ali
Format: Article
Language:English
Published: 2019
Subjects:
HF Commerce
Online Access:http://eprints.unisza.edu.my/6542/1/FH02-FBK-19-31704.pdf
http://eprints.unisza.edu.my/6542/
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spelling my-unisza-ir.65422022-03-24T02:57:15Z http://eprints.unisza.edu.my/6542/ The impact of task-based instruction on Tabuk University EFL students' speaking skills Kamariah, Yunus Abdussalam, M.Aliia Salah M., Ali HF Commerce The purpose of the present study was to examine the impact of TaskBased Instruction (TBI) on Tabuk University EFL students' speaking skills and usage of tasks. The experimental design was applied to investigate the impact of TBI on students' speaking skills and uses of the tasks. Two classes were purposely selected for the study based on their mean score registered at first-semester English subject result and assigned as control and experimental groups. Both groups were given speaking pre-tests at the beginning of the study. The experimental group was taught through TBI for four weeks while the control group studied the same unit in a conventional way in which TBI was not implemented. After four weeks of implementing the program for two periods of 50 minutes a week, students were given the speaking test as a post-test similar to the pre-test to assess the effect of the program on participants' speaking skills before and after the implementation. In addition, students responded to a questionnaire after the post test. Paired T-test was employed to investigate if the results of the tests were statistically significant or not. The results of the tests (t=7.605, p<0.05) showed that the experimental group had better score gains over the control group as a result of applying Task-Based Instruction on their speaking skills. Furthermore, the data collected from the questionnaire proved that students’ usage of tasks was also encouraging to say that tasks were interesting for students. The results of the current study showed that TBI had a positive impact on students' speaking skills and uses of tasks. 2019-11 Article PeerReviewed text en http://eprints.unisza.edu.my/6542/1/FH02-FBK-19-31704.pdf Kamariah, Yunus and Abdussalam, M.Aliia and Salah M., Ali (2019) The impact of task-based instruction on Tabuk University EFL students' speaking skills. Modern Journal of Language Teaching Methods, 1 (1). pp. 1-8. ISSN 2251-6204 10.26655/mjltm.2019.10.3
institution Universiti Sultan Zainal Abidin
building UNISZA Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sultan Zainal Abidin
content_source UNISZA Institutional Repository
url_provider https://eprints.unisza.edu.my/
language English
topic HF Commerce
spellingShingle HF Commerce
Kamariah, Yunus
Abdussalam, M.Aliia
Salah M., Ali
The impact of task-based instruction on Tabuk University EFL students' speaking skills
description The purpose of the present study was to examine the impact of TaskBased Instruction (TBI) on Tabuk University EFL students' speaking skills and usage of tasks. The experimental design was applied to investigate the impact of TBI on students' speaking skills and uses of the tasks. Two classes were purposely selected for the study based on their mean score registered at first-semester English subject result and assigned as control and experimental groups. Both groups were given speaking pre-tests at the beginning of the study. The experimental group was taught through TBI for four weeks while the control group studied the same unit in a conventional way in which TBI was not implemented. After four weeks of implementing the program for two periods of 50 minutes a week, students were given the speaking test as a post-test similar to the pre-test to assess the effect of the program on participants' speaking skills before and after the implementation. In addition, students responded to a questionnaire after the post test. Paired T-test was employed to investigate if the results of the tests were statistically significant or not. The results of the tests (t=7.605, p<0.05) showed that the experimental group had better score gains over the control group as a result of applying Task-Based Instruction on their speaking skills. Furthermore, the data collected from the questionnaire proved that students’ usage of tasks was also encouraging to say that tasks were interesting for students. The results of the current study showed that TBI had a positive impact on students' speaking skills and uses of tasks.
format Article
author Kamariah, Yunus
Abdussalam, M.Aliia
Salah M., Ali
author_facet Kamariah, Yunus
Abdussalam, M.Aliia
Salah M., Ali
author_sort Kamariah, Yunus
title The impact of task-based instruction on Tabuk University EFL students' speaking skills
title_short The impact of task-based instruction on Tabuk University EFL students' speaking skills
title_full The impact of task-based instruction on Tabuk University EFL students' speaking skills
title_fullStr The impact of task-based instruction on Tabuk University EFL students' speaking skills
title_full_unstemmed The impact of task-based instruction on Tabuk University EFL students' speaking skills
title_sort impact of task-based instruction on tabuk university efl students' speaking skills
publishDate 2019
url http://eprints.unisza.edu.my/6542/1/FH02-FBK-19-31704.pdf
http://eprints.unisza.edu.my/6542/
_version_ 1729708865819246592
score 13.211869

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