Effectiveness of Task-Based Teaching Approach in Developing English Language Skills Among Students of Secondary Schools: A Case Study of Gwandu Local Government Area
Chapter One
Objectives of the Study
The review was directed by the following specific objectives:
- To examine the influence of group discussion on English students’ speaking and listening skills in public secondary schools in Gwandu LGA.
- To determine the influence of role-play on English students’ speaking and listening skills in public secondary schools in Gwandu LGA.
- To establish the influence of brainstorming on English students’ speaking and listening skills in public secondary schools in Gwandu LGA.
- To establish the influence of problem solving on English students’ speaking and listening skills in public secondary schools in Gwandu LGA.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This section talks about the empirical studies in light of the area under investigation, theoretical framework and the conceptual framework.
Listening and Speaking Skills in English
Speaking and listening is one of the crucial skills that is extremely essential to be understood by the students (Muliani and Surmaso, 2020). Listening is an input based skill. Bohari (2019) uses comprehension, vocabulary, fluency, grammar and pronunciation as the aspects that determine ones acquisition of listening and speaking skills based on (Brown, 2004:pg 172-173).
Comprehension in listening and speaking is where the speaker and listener understand each other. The conversation requires initiation and response to speech. Vocabulary as an indicator in listening and speaking indicates students should understand each sentence and know the relevance of each word, and distinguish between word classes. They should also know how components of a sentence like morphemes, phonemes among others are assembled and work.
Fluency enhances capacity to talk effectively, easily, and expressively. Bohari (2020) opines that students who have many vocabularies, know rules. Teachers to encourage students to speak English fluently and in a comprehensible way by paying more thought to the unique situation to achieve oral fluency.
Grammar is an essential strand of language study. Myhill, Jones and Watson (2012) demand that learning English should include language training as an indispensable critical component. Students must obey the rules of grammar to obtain results. Syntax is required for the students to orchestrate right sentences in discussion; written and oral structures.
Teaching strategies are mainly classified into expository and heuristic. Expository learning involves the transfer of knowledge and skills through teacher centered methods like lectures. On the other hand, the heuristic strategy expects the learner who is a dynamic participant in the process of learning, to discover new knowledge and skills.
Influence of Group Discussion on English Listening and Speaking Skills
Group discussion is a strategy which comprises of at least two people in a little group for exchange of thought orally to accomplish an outcome together (Bohari, 2020). From this explanation, it is clear that a class will have to be divided into groups of between three and six people to form the small groups. According to Bohari (2020), in quoting Hoover, 1964, each member in a group has different role. The roles include a group leader, a group recorder and group observers. Discussions has been viewed as one of the real impactful changes to the elements of the classroom communication.
In simulating some sort of competition, the teacher should identify the best group that guarded the thought in the most ideal way (Moorhouse, 2020). This action, as found in task-based instruction, stimulates students for speaking, arranging importance among them and cultivates their decisive reasoning and speedy independent direction. They figure out how to propose, to recommend, and to contrast their thoughts and to justify themselves.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes the research design: target population, sample size; sampling, Procedures; research instruments; validity and reliability of research instruments; data collection procedures and data analysis techniques.
Research design
Research design describes system utilized by specialists to investigate connections between factors, to shape subjects into groups, regulate measures, apply conditions and break down information. This study utilized a descriptive survey. The design decides and reports things as they are. The design in its engaging overview configuration, empowered the analyst to get data on the instructors’, students’ and head of departments’ perspectives on task based approaches on English listening and speaking skills.
Target population
This research took place in Gwandu LGA. In the LGA, accessibility to education services, health and communication services are not good. The research population is 2,185 students, 106 teachers of English and 24 Heads of Departments of English who use various methods to teach English listening and speaking skills.
CHAPTER FOUR
DATA ANALYSIS PRESENTATION, DISCUSSION AND INTERPRETATION
Introduction
This chapter presents data analysis, presentation and interpretation. The researcher analyzed and presented summarized data and logical manner as well as indicating the interpretations through deducing meanings out of the data patterns established.
CHAPTER FIVE
SUMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the findings, conclusions, recommendations and suggestions for further studies drawn. The purpose of this research was to influence of task-based instruction on learners’ English listening and speaking skills in public secondary schools in Gwandu LGA, Nigeria.
Summary of findings
Demographic information
A sum of 175 surveys were circulated to the respondents, out of which 175 polls were returned demonstrating a response rate of 100 percent. Revelations of the review discoveries shows that larger part of the students were from the mixed school, this was affirmed by with 132(75.4%), 28(16%) of the understudies were from Young men school while 15(8.6%) were from girls school. Therefore, were representative of members of all the schools.
From the discoveries, 105(60%) of the respondents were male understudies while 70(40%) were female understudies. In any case, although the male students outnumbered the female students, the distinction was little. Therefore, the study was a representative of members of both gender and was gender sensitive.
The outcomes showed that, large part of students utilize both English and Yoruba during their daily communication. This was confirmed through 133(76%) of the respondents who had indicated so, 23 (13.1%) indicated that they use Yoruba while 19(10.9%) use pure English. Therefore, this study reveals that students employ different communication channels during their daily integration with other students. This study findings concurs with a study done by Myhill, Jones and Watson (2012) who notes that Grammar is an essential strand of language study and demand that learning English should include language training as an indispensable critical component.
The study findings, indicates that 172(98.3) employ the use English language during English Lessons while 3(1.7%) indicated that they use Yoruba. This study findings implies that English language is the most preferred language in the school, this study findings concurs with a study done by Bohari (2020) opines that students who have many vocabularies, know what they will say then and know the rule in the language. Teachers should rehearse students to speak in a coherent manner by paying more consideration to the context, meaning and structure to achieve oral fluency. The study outcome reveals that a large part, rad to improve on their English language at least 4 times a day. This was confirmed by 35.7%, therefore, this study implies that the more a student read different books, his or her English improves. This study findings is in line with Gathigia et al (2014) posits that the use of reading in the teaching of prepositions is effective and subsequently influences performance and could increase students learning motivation by decreasing their learning anxiety.
Influence of task-based instruction on strengthening English listening and speaking skills among public secondary school students in Gwandu LGA, Nigeria
As with regards to the influence of task-based instruction on strengthening English listening and speaking skills, the study reveals that the results of the regression analysis is statistically significant indicating that the variables fit in the model were able to predict the English listening and speaking skills. Task-based instruction were able to predict 0.632 (63.2%) of the variation in English listening and speaking skills. This implies that the more the students have task-based instruction the more their English listening and speaking skills improves. This study agrees with a study findings done by Azis (2020) noted that pedagogical tasks in TBLT are goal oriented classroom activities having a continuum of pre-, during and post tasks that allow students to comprehend, manipulate, produce and engage themselves in the use of the learned language.
Conclusions
The study therefore concludes that the teachers acknowledge the importance task-based approach on students’ English listening and speaking skills hence use them while they teach. It also concludes that the reading of textbooks and other teaching-learning materials are critical components for learning.
Recommendations
From the discoveries, ends and the bearing from the writing survey, obviously task-based approach impacts English Speaking Abilities in Gwandu area. The study therefore recommends that:
- The policy makers ought to guarantee that the gathering conversation is remembered for English course books while exploring the educational program as they can improve students’ talking abilities.
- School heads of English projects and subject educators ought to recommend books that emphasize and stress on speaking through role play activities.
- Teachers of English ought to establish a favorable climate for students and encourage shy students to partake in speaking by using task-based instruction activities through brainstorming and problem solving skills.
Suggestions for further studies
The scientist recommends that further exploration be completed on the class room ways to deal with the complaint of it being too wide and demanding a lot from both the teachers and the students is legitimate.
REFERENCES
- Ali A, Suwandi S(2020) The Effectiveness Of Role Play And Information Gap In E-Teaching Speaking Skill For High-Low Self-Confident Students
- Altun, M. (2015, April). Using Role-Play Activities to Develop Speaking Skills: A Case Study in the Language Classroom. A paper presented at a conference, held on April 26-27, 2015 in Ishik University, Erbil, Iraq, In Book of Proceedings. p. 354
- Bohari Lalu(2020) Improving speaking skills through small group discussion at eleventh grade students of SMA plus Munirul Arifin NW Praya
- Bygate, M., Skehan, P. and Swain, M., editors. (2016b). Researching pedagogic tasks: second language learning, teaching and testing. Harlow, Essex: Longman.
- Bygate, M(2018) learning through Task repetition, Amsterdam: John Benjamins, https://doi.org/10.1075
- Derakhshan A (2016) developing EFL learner’s speaking ability, accuracy and fluency. Golestan University, Gorgan,Iran.
