Abstract:
The purpose of this study was to investigate the effects of task based language learning on
learners’ speaking skills and motivation toward learning English language in case of grade
nine students at Bilo high school. Quasi-experimental research design was employed and the
sample population of the study was two classes grade nine students at Bilo high school. 112
students were involved in this study by using convenience-sampling technique, and assigned as
experimental group and controlled group. Data was from pre- and post-oral tests, scores of
speaking tests, and motivational questionnaires. Independent t-test was run to analyze all data in
order to compare the difference between experimental and controlled groups. The results of the
study showed task-based language teaching has significant effects on learners’ speaking skills
in teaching speaking as experimental group outperformed the controlled group significantly
(p< .05) in measurement of oral communicative competence. The major finding of this study has
shown that that task-based language learning helped grade nine students of Bilo high school to
enhance their oral speaking skills and motivation. Based upon the conclusions drawn from the
study, task-based language-teaching method is effective on speaking skills and motivation in
English language teaching. Thus, English teachers should use task-based language teaching in
order to improve learners’ speaking skills and motivation toward EFL learning. Teachers should
use authentic speaking tasks in order to draw the attention of students toward EFL. The
replication of this study needs to be conducted in other skills.
