Using a task-based instruction program for promoting EFL pre-service teachers' speaking skill and phonological awareness

Abstract EN

The current study was conducted to investigate the effectiveness of using a task-based learning (TBL) program in developing speaking skills and phonological awareness of 4^th year English majors at the Faculty of Education, Minia University.

A pre - post experimental group design was used to achieve the study objectives.

Twenty students were randomly chosen for the experimental group.

Students were trained through the task-based program to develop their speaking skills and phonological awareness.

Instruments of the study included a needs assessment questionnaire to determine the sub skills of speaking and another questionnaire to determine the phonological awareness skills that were mostly needed by 4^th year English majors, a pre-post test in speaking and a pre-post test in phonological awareness.

A training program based on task based approach was designed by the researchers.

Analysis of data obtained by students (using t-test) revealed that the experimental group significantly achieved higher on the post speaking and phonological awareness tests as the difference in the mean scores of the two administrations was statistically significant in favor of the post performance.

Discussion of these findings, recommendations and suggestions for further research are presented.