The Impact of Task-Based Language Teaching on English as a EFL Learners' Speaking Proficiency and Motivation
Resumen
This research study examines the impact of task-based language teaching (TBLT) on English as a foreign language (EFL) learners' speaking proficiency and motivation. The study focuses on a sample of 60 university students aged 17-21, with an A2 level of English proficiency. A task-based approach was implemented using the Flip app and Zoom meetings, incorporating various speaking topics. Data collection involved a survey with Likert-scale variables to assess students' motivation and perception of the tasks. The results indicate high motivation levels among students in improving their English-speaking skills, participating in group exercises, and speaking English in the classroom. However, students reported relatively lower motivation in using English outside of the classroom. Additionally, the findings highlight positive perceptions of students towards language tasks and activities, emphasizing their effectiveness in promoting motivation, confidence, vocabulary improvement, and communication skills. These results align with the principles of task-based language teaching and the importance of creating an interactive and supportive learning environment. The study contributes to the existing literature on TBLT and provides insights for educators and curriculum designers to enhance EFL learners' speaking proficiency and motivation.
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Derechos de autor 2023 David Gortaire Díaz;Jeanelly Aguilar Parra;Nelly Ley Leyva;Erika Mora Herrera;Miguel Beltrán Moreno
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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