Improving speaking skills through task-based language teaching strategies

Abstract EN

This study aimed to examine the impact of using task-based language teaching strategies in improving speaking skills for preparatory school students.

The study adopted the quasi-experimental design employing two groups: experimental and control.

The Task-based language teaching strategies were used in teaching the experimental group in the second term of the academic year (2017- 2018).

A Speaking test was designed and validated to be used as a pre-posttest.

The data of the study were analyzed statistically.

Also, t-test for paired and independent groups was used to measure the statistical differences between the mean scores of the experimental group and the control groups.

The study indicated that there was a statistically significant difference between the mean scores of experimental group and control group students on the post administration of the speaking test in favor of the experimental group.

The results showed that the use of Task-based language teaching strategies had a significant impact on improving students' speaking skills.

In conclusion, the study recommended that EFL teachers have to update their methods of teaching to be professional English language teachers; they shouldn't limit themselves to teacher guide or textbook activities.

They should adapt the curriculum according to their pupils' needs and interests.

It was also suggested that further research should be conducted related to Using online TBLT strategies based programs to develop various language skills.

Keywords: Task-based language teaching, speaking skills, preparatory stage pupils.