The Task-Based Language Teaching and Communicative Competence among A1 Secondary Students

Cristian Martín  Taco Cabrera; Juan Rafael  Campoverde López

doi:10.66836/linguatech.v2n2.%p

Authors

Cristian Martín Taco Cabrera Central University of Ecuador Author https://orcid.org/0009-0004-1932-1733
Juan Rafael Campoverde López University of Guayaquil Author https://orcid.org/0009-0003-3580-1051

DOI:

https://doi.org/10.66836/linguatech.v2n2.%25p

Keywords:

task-based language teaching, communicative competence, English as a foreign language

Abstract

Task-Based Language Teaching (TBLT) prioritizes purposeful language use through activities that resemble real communication. This study examined changes in communicative performance after a six-week TBLT intervention and explored students' perceptions of task-based learning. A quantitative quasi-experimental design involved 50 tenth-grade A1 learners at a public secondary school in Quito, Ecuador. One intact class formed the experimental group (n = 25), and another formed the control group (n = 25). The experimental group completed 12 one-hour sessions involving role-plays, guided listening, discussions, vocabulary games, writing, collaborative research, and integrated tasks; the control group continued regular instruction. Performance was assessed with a 10-item test comprising Use of English and listening sections, and the experimental group completed a 10-item perception survey. The experimental mean increased from 4.52 (SD = 1.02) to 7.00 (SD = 0.80), whereas the control mean decreased from 5.52 (SD = 1.04) to 5.32 (SD = 1.22). The between-group difference in mean gains was 2.68 points. A Welch test based on the reported change-score dispersions indicated a significant difference, t(41.42) = 9.18, p < .001, with a large standardized effect (Hedges' g = 2.56). Agreement or strong agreement across survey items ranged from 80% to 100%. The results support TBLT as a promising approach for communicative practice, while baseline nonequivalence, the narrow assessment, and nonrandom assignment require cautious interpretation.

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