The Effects of Task Based Language Learning on Learners’ speaking skills and Jotivation toward Learning English as a Foreign Language in the Case of grade nine students at Bilo high school

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.