The Impact of Task-Based Instruction on Developing Saudi University EFL Students' Englush Speaking Skills

The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, the speaking skill and speaking sub-skills are introduced as a base for teaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the principles for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.

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The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

European Scientific Journal ESJ ◽

10.19044/esj.2021.v17n33p128 ◽

2021 ◽

Vol 17 (33) ◽

pp. 128

Author(s):

Ana Gadakhabadze

Keyword(s):

English Language ◽

Public Speaking ◽

Positive Impact ◽

Educational Institution ◽

Teaching Approaches ◽

Teaching Procedure ◽

Efl Students ◽

Higher Educational ◽

The Impact ◽

Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

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The Influence of Planning and Task Type on Second Language Performance

Studies in Second Language Acquisition ◽

10.1017/s0272263100015047 ◽

1996 ◽

Vol 18 (3) ◽

pp. 299-323 ◽

Cited By ~ 378

Author(s):

Pauline Foster ◽

Peter Skehan

Keyword(s):

Decision Making ◽

Second Language ◽

Information Exchange ◽

Personal Information ◽

Task Type ◽

Language Performance ◽

Based Instruction ◽

Task Based Instruction ◽

The Impact ◽

Second Language Performance

This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues.

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The Effective of Task Based Instruction in Improving Learners’ Speaking Skills: The Case of Micha Preparatory School

10.7176/jep/10-34-02 ◽

2019 ◽

Keyword(s):

Preparatory School ◽

Based Instruction ◽

Task Based Instruction ◽

Speaking Skills

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The Impact of Different Instructions on Vietnamese EFL Students’ Acquisition of Formulaic Sequences

English Language Teaching ◽

10.5539/elt.v10n8p18 ◽

2017 ◽

Vol 10 (8) ◽

pp. 18 ◽

Cited By ~ 1

Author(s):

Do Thi Ha

Keyword(s):

Control Group ◽

Formulaic Sequences ◽

Treatment Groups ◽

Multiword Expressions ◽

Post Test ◽

Efl Students ◽

Based Instruction ◽

Teaching Programs ◽

The Impact ◽

Lexical Phrases

The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students’ acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group. Right after completing the tasks, the three groups were tested on their ability to identify (Form Recognition) and produce (Form and Meaning Recall) the lexical phrases by an immediate post-test. A delayed test was administered two weeks later for better comparsion of their retention. The results showed that PBI and TBI groups significantly outperformed the control one on most of the test levels. Especially, TBI tended to be more effective than PBI in two cases as regards both Repeating and Non-repeating items. It is believed that if the results and the proposed suggestions of this research are taken into consideration, major improvements could occur in language teaching programs, leading to students’ higher vocabulary uptake.

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