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1860797321716957184
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| building |
INTELEK Repository
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| caption |
Modern Journal of Language Teaching Methods (MJLTM) 2019; 9 (10) :0-0
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Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2019-11-21 13:49:39
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| format |
Restricted Document
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| id |
12242
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UniSZA
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6542-01-FH02-FBK-19-31704.pdf
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| person |
Mr. ABDUSSALAM M. ALIIA; Kamariah Yunus; Salah M. Ali
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| recordtype |
oai_dc
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| resourceurl |
https://intelek.unisza.edu.my/intelek/pages/view.php?ref=12242
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| spelling |
12242 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=12242 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 8 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in Mr. ABDUSSALAM M. ALIIA; Kamariah Yunus; Salah M. Ali 2019-11-21 13:49:39 Modern Journal of Language Teaching Methods (MJLTM) 2019; 9 (10) :0-0 Tasks; Task-Based Instruction (TBI); Language Teaching and Learning; English Language Teaching (ELT) Modern Journal of Language Teaching Methods (MJLTM) 2019; 9 (10) :0-0 6542-01-FH02-FBK-19-31704.pdf UniSZA Private Access The impact of task-based instruction on Tabuk University EFL students' speaking skills Modern Journal of Language Teaching Methods The purpose of the present study was to examine the impact of TaskBased Instruction (TBI) on Tabuk University EFL students' speaking skills and usage of tasks. The experimental design was applied to investigate the impact of TBI on students' speaking skills and uses of the tasks. Two classes were purposely selected for the study based on their mean score registered at first-semester English subject result and assigned as control and experimental groups. Both groups were given speaking pre-tests at the beginning of the study. The experimental group was taught through TBI for four weeks while the control group studied the same unit in a conventional way in which TBI was not implemented. After four weeks of implementing the program for two periods of 50 minutes a week, students were given the speaking test as a post-test similar to the pre-test to assess the effect of the program on participants' speaking skills before and after the implementation. In addition, students responded to a questionnaire after the post test. Paired T-test was employed to investigate if the results of the tests were statistically significant or not. The results of the tests (t=7.605, p<0.05) showed that the experimental group had better score gains over the control group as a result of applying Task-Based Instruction on their speaking skills. Furthermore, the data collected from the questionnaire proved that students’ usage of tasks was also encouraging to say that tasks were interesting for students. The results of the current study showed that TBI had a positive impact on students' speaking skills and uses of tasks. 1 1 1-8
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| spellingShingle |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
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| subject |
Modern Journal of Language Teaching Methods (MJLTM) 2019; 9 (10) :0-0
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| summary |
The purpose of the present study was to examine the impact of TaskBased Instruction (TBI) on Tabuk University EFL students' speaking skills and usage of tasks. The experimental design was applied to investigate the impact of TBI on students' speaking skills and uses of the tasks. Two classes were purposely selected for the study based on their mean score registered at first-semester English subject result and assigned as control and experimental groups. Both groups were given speaking pre-tests at the beginning of the study. The experimental group was taught through TBI for four weeks while the control group studied the same unit in a conventional way in which TBI was not implemented. After four weeks of implementing the program for two periods of 50 minutes a week, students were given the speaking test as a post-test similar to the pre-test to assess the effect of the program on participants' speaking skills before and after the implementation. In addition, students responded to a questionnaire after the post test. Paired T-test was employed to investigate if the results of the tests were statistically significant or not. The results of the tests (t=7.605, p<0.05) showed that the experimental group had better score gains over the control group as a result of applying Task-Based Instruction on their speaking skills. Furthermore, the data collected from the questionnaire proved that students’ usage of tasks was also encouraging to say that tasks were interesting for students. The results of the current study showed that TBI had a positive impact on students' speaking skills and uses of tasks.
|
| title |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
|
| title_full |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
|
| title_fullStr |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
|
| title_full_unstemmed |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
|
| title_short |
The impact of task-based instruction on Tabuk University EFL students' speaking skills
|
| title_sort |
impact of task-based instruction on tabuk university efl students' speaking skills
|