Abstract:
The main objective of this study was to investigate the effects of task based language teaching learning on the students’ oral language performance, task-based strategy use and motivation
toward learning EFL. To achieve this goal, quasi–experimental research design was employed.
Total populations of 83 students were selected randomly as control and experimental groups
respectively. The researcher used pre-and post-oral test to collect data from both groups.
Collected data were statically analyzed by employing descriptive statistics, independent sample
test and paired sample test. The students’ pre-oral tests mean score of the experimental group
was 60.63 and the mean of the control group was 57.19 respectively. Hence, the analysis of the
pre-oral test almost showed no significant difference in the overall speaking performance
between the experimental and control group students at pre-oral achievement. However, after
pre-oral test, task-based language teaching strategy was provided to experimental students, after
treatment the post –oral test was given for both experimental and control group students. At
post-oral test, the analysis of descriptive statistics and T-tests showed significant difference in
score of experimental group, mean 66.78 and the controlled group, mean 58.17,with mean
difference of 8.60 and P=0.000* 2-tailed). This implies that the mean gain between pre- and
post-tests mean scores of the experimental group was statistically significant at 0.05 level of
significance since P-value is less than 0.05.These analyses revealed that task based instruction
teaching of speaking skill had a significant effect on the speaking performance in all speaking
features. The experimental group appeared to perform better and showed better results when
compared with controlled group students. The results of the motivational questionnaire also
revealed that the experimental students had positive impact towards the practice of speaking
skills by using TBLT. Based on the findings, it was suggested that TBI should be used primarily
to encourage students to make their speech accurate and persistent learner in the future
learning.
