Developing Listening and Speaking Skills Through Task-based Language Learning
CHAPTER ONE
Objectives of the Study
The present study aimed to achieve three specific objectives:
- To investigate the effectiveness of TBLL in developing students’ listening skills in the English language.
- To explore the impact of TBLL on enhancing students’ speaking proficiency in English.
- To examine the perceptions of students towards TBLL as a language learning approach.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Task-Based Language Learning (TBLL)
Task-Based Language Learning (TBLL) is an innovative pedagogical approach that emphasizes the use of authentic and purposeful tasks to facilitate language learning and development (Ahmad & Agarwal, 2018; Fitria et al., 2021). At its core, TBLL is founded on the belief that language learning is most effective when learners are engaged in meaningful communication and problem-solving tasks (Ahmad & Agarwal, 2018). These tasks are designed to simulate real-life language use, allowing learners to apply their language knowledge in practical contexts (Angelini & Carbonell, 2021). The principles of TBLL revolve around creating a learner-centered environment, where students actively participate in tasks that align with their interests, needs, and goals (Ahmad & Agarwal, 2018).
The characteristics of task-based activities in TBLL distinguish it from traditional language instruction. TBLL tasks are purposeful and focus on the accomplishment of a communicative goal, rather than mere language practice (Fitria et al., 2021). These tasks are designed to be challenging and engaging, encouraging learners to collaborate and negotiate meaning while using the target language (Ahmad & Agarwal, 2018). Additionally, task-based activities are often contextualized and draw on authentic materials, such as real-world texts, audio clips, and videos, to provide learners with exposure to genuine language use (Fitria et al., 2021). Moreover, TBLL encourages learner autonomy, allowing students to take ownership of their learning process and tailor tasks to their individual preferences and abilities (Ahmad & Agarwal, 2018).
TBLL has demonstrated various benefits in language learning, particularly in developing listening and speaking skills. By engaging in purposeful tasks, learners are exposed to authentic language input, which facilitates the development of listening comprehension (Angelini & Carbonell, 2021). As students encounter real-life language use in task-based activities, they learn to decode and understand spoken language in meaningful contexts (Ahmad & Agarwal, 2018). Moreover, TBLL fosters active participation and interaction among learners, promoting the development of speaking proficiency (Fitria et al., 2021). Through collaborative tasks, students practice expressing their ideas, opinions, and thoughts, leading to improved fluency and accuracy in spoken communication (Angelini & Carbonell, 2021). Additionally, task-based activities cultivate communication strategies and pragmatic skills, enabling learners to use language effectively in various social and academic settings (Ahmad & Agarwal, 2018).
In summary, Task-Based Language Learning (TBLL) is a learner-centred approach that emphasizes meaningful and authentic tasks to facilitate language learning. TBLL tasks are designed to simulate real-life language use, promoting active participation and collaboration among learners. The approach offers various benefits in language learning, particularly in the development of listening and speaking skills. By engaging in purposeful tasks, learners improve their listening comprehension, decode spoken language in meaningful contexts, and develop effective communication strategies. TBLL’s focus on practical language use and learner autonomy makes it a promising approach for enhancing language proficiency and fostering language learners’ communicative competence (Fitria et al., 2021).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter presents the methodology employed in conducting the study on the effectiveness of Task-Based Language Learning (TBLL) in enhancing listening and speaking skills among Nigerian students. The research design, population, sampling technique, data collection sources and methods, data analysis, validity, reliability, and ethical considerations are all discussed in detail to provide a comprehensive understanding of the study’s methodological approach.
Research Design
A correlational survey research design was deemed appropriate for this study. This design aimed to examine the relationship between the implementation of TBLL and the enhancement of listening and speaking skills among Nigerian students. The correlational approach allowed the researcher to investigate whether a relationship exists between the use of TBLL and language skills detertiary-levelhout without manipulating any variables. As this study sought to understand the effectiveness of TBLL in a real-world educational setting, a correlational survey design was most suitable for gathering data from a diverse sample of participants and assessing potential relationships between variables (Creswell, 2021).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The findings presented in Tables 4.2 to 4.8 shed light on various aspects of the participant’s demographics, prior exposure to language learning approaches, and their perceptions of language support programs. These insights contribute to the understanding of the participants’ context and background, which is crucial for interpreting the subsequent analyses regarding the effectiveness of Task-Based Language Learning (TBLL).
Table 4.2 provides a snapshot of the demographic characteristics of the participants, including their gender and age distribution. This information is essential as it offers a broad oveacknowledgementample composition, enabling researchers to consider potential variations in responses based on demographic factors.
Tables 4.3 and 4.4 delve into the participants’ English proficiency level and self-assessment of listening and speaking skills. These favours offer valuable insights into the participants’ self-perceived language abilities, which provide context for interpreting their later perceptions of TBLL’s impact on these skills. The participants’ self-assessment of their language skills can influence their expectations and experiences during the study, potentially affecting their responses to TBLL tasks.
Tables 4.5 and 4.6 examine the participants’ prior language learning experiences and exposure to different language learning approaches. The information presented here is crucial for contextualizing the participants’ familiarity with various language learning methods, which may influence their perceptions of TBLL. The widespread exposure to traditional language learning methods highlights the need to assess how TBLL compares to these established approaches in terms of effectiveness.
Table 4.7 provides insights into the participants’ exposure to Task-Based Language Learning (TBLL) before the current study. The overwhelming majority of participants reported prior exposure to TBLL, underscoring its prevalence in their language learning experiences. This high exposure rate implies that participants have some familiarity with TBLL, potentially influencing their perceptions and expectations of its effectiveness in developing language skills.
Conclusion
In conclusion, the comprehensive analysis of the hypotheses tested in this study provides valuable insights into the effectiveness of Task-Based Language Learning (TBLL) in enhancing language skills and shaping learners’ perceptions. The findings reveal a significant departure from the null hypotheses, indicating that TBLL has a considerable impact on language learning outcomes.
The results underscore the efficacy of TBLL in improving both listening and speaking skills, as evidenced by participants’ heightened listening proficiency, increased confidence in speaking, enhanced fluency, and the ability to engage in meaningful conversations. These findings substantiate the holistic nature of TBLL, which not only refines individual language skills but also fosters a comprehensive language learning experience.
Additionally, participants’ positive perceptions of TBLL are evident through their agreement on various aspects, such as the engaging and enjoyable learning experience, the connection of language learning to real-life communication contexts, and the overall positive impact on their language learning journey. This collective affirmation highlights TBLL’s role in creating meaningful, relevant, and motivating language learning opportunities.
Recommendations
Based on the findings and analysis presented in this study, several recommendations can be offerereaffirmedther enhance the effectiveness of Task-Based Language Learning (TBLL) and its implementation in language education:
- Diversify Task Types: Incorporate a wide range of task types that cater to different learning styles and proficiency levels. Including tasks that focus on various language skills and contexts will ensure a well-rounded language learning experience and accommodate the diverse needs of learners.
- Customize Task Design: Tailor TBLL tasks to align with learners’ interests, goals, and proficiency levels. Personalized tasks can enhance engagement, motivation, and relevance, leading to more effective language skill development.
- Integrate Authentic Materials: Utilize a variety of authentic materials such as podcasts, videos, news articles, and real-life scenarios to expose learners to authentic language use. Integrating real-world content enhances learners’ exposure to natural language patterns and cultural nuances.
- Provide Clear Task Objectives: Clearly outline the learning objectives and language skills targeted in each TBLL task. Transparent objectives help learners understand the purpose of validation and how it contributes to their language skill development.
Contribution to Knowledge
This study makes valuable contributions to the field of language education and pedagogy by shedding light on the effectiveness and perceptions of Task-Based Language Learning (TBLL) in enhancing language skills, particularly listening and speaking proficiency. By investigating the impact of TBLL on language learners’ abilities and perceptions, this research extends our understanding of innovative language learning approaches and their potential to address the diverreaffirmed of learners.
One significant contribution lies in the empirical evidence provided regarding the positive influence of TBLL on language skill development. The findings presented in Tables 4.9 to 4.20 underscore the effectiveness of TBLL in improving listening comprehension, speaking proficiency, oral expression, fluency, and real-life communication skills. This empirical validation reinforces existing research on the benefits of TBLL, affirming its potential to enhance learners’ language competencies. These insights offer educators and institutions a substantial rationale for adopting TBLL as a valuable instructional approach in language education.
Furthermore, this study contributes to the understanding of learners’ perceptions and attitudes towards TBLL. The insights presented in Tables 4.17 to 4.20 reveal that a majority of participants positively perceived TBLL as an engaging, motivating, and relevant language learning approach. This understanding is essential for curriculum designers and educators to create learner-centred and engaging language learning experiences that resonate with students’ preferences and expectations.
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