Effects of Culture-Based Tasks in Improving EFL Students English Language Speaking Skills, Attitudes Toward the tasks, and challenges they face: The Case of Jimma College of Teachers Education

Abstract

The main purpose of this study was to investigate the effects of culture-based tasks on improving EFL learners' speaking skills, their attitudes towards the tasks, and the challenges they encounter during the intervention at the college level. The research design employed was a non-equivalent quasi-experimental design, utilizing mixed research methods. The experimental group consisted of 31 participants, while the control group comprised 29 participants. Three data-gathering tools were utilized: oral pre-post-tests, questionnaires, and semi-structured interviews. The questionnaires and interviews were administered to the experimental group. Quantitative data were analyzed using SPSS version 26, employing T-tests, P values, tables, and percentages. The statistical analysis revealed that the mean score of the experimental group (68.16) surpassed that of the control group (66.44) by 1.72, indicating a significant improvement in oral accuracy following the intervention. The post-test oral accuracy of the experimental group (74.61) also exceeded that of the control group (69.72), with an average mean score difference of 4.89. Paired-sample t-tests confirmed the statistically significant improvements in oral accuracy (t = -5.351, p = 0.000, df = 28, p < 0.05) and oral fluency (t = -5.803, p = 0.000, df = 30, p < 0.05) achieved by the experimental group due to the culture-based task intervention. The analysis of the questionnaires and interviews revealed the challenges faced by college students during the intervention. Moreover, the results indicated that culture based task instruction had a positive impact on students' oral skills. Based on these findings, the study recommends integrating culture-based tasks into language instruction, proactively addressing challenges, incorporating local culture, providing culture-based task training, and conducting further research to enhance language learning outcomes. In conclusion, the study provides valuable insights into the benefits of culture-based task instruction in improving learners' speaking skills.