The effect of Task-Based Language Teaching in improving speaking fluency

What is it about?

This study assessed how ninth-grade learners of English as a foreign language at PUNIV-Cazenga, a high school in Luanda, improved their speaking fluency when taught with a task-based language teaching (TBLT) approach. In a case study design that used picture-description tasks, learners’ speeches were audio recorded before and after the teaching, and tasks were implemented for eight weeks, using recasts and prompts as feedback tools. The findings indicate that learners improved in terms of their speaking fluency by maximizing their speed of speech production, increasing grammatical accuracy, elaborating on their utterances, and developing interactional language. Furthermore, learners’ opinions on being taught with the TBLT approach were sought, and the findings indicate that they (a) felt encouraged to speak, (b) believed in their potentials to use the target language, (c) expanded their vocabulary, and (d) recognized the relevance of the TBLT approach. The implications of the findings are discussed for teaching practice and future research.

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Why is it important?

Foreign language learners have few opportunities to use the target language outside of the classroom, so they need to be instructed with an approach that maximizes their speaking fluency. The findings of this study suggest that the use of the Task-Based Language Teaching Approach is promising for improving speaking fluency.

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