Using a Task-based Learning Approach on Oral English Communication Skills for Lower Secondary School Students

Abstract

               The purposes of this study were to investigate whether a task-based learning approach improves oral English communication skills of lower secondary school students, and to investigate teacher’s reflections after using the task-based learning approach. In order to achieve the two purposes, a one-group pre-test post-test research design was used. In this study, the instructional instrument was the task-based learning approach lessons. The research instruments were an oral English communication test, video-recording observations, and researcher’s journals. The findings revealed that students’ oral English communication scores significantly increased after learning in the task-based learning classroom. The analysis of teacher’s reflections found that the task-based learning approach increased students’ independence, adjusting to task-based learning, providing students support, and perceptions about real world relevance.