The Task-Based Language Teaching and A2 Speaking Development in Eighth-Grade Learners

FRANKLIN DAVID  MOYA DAVILA; RAFAEL MANUEL  FUNES GARCIA

doi:10.66836/506fj271

Authors

FRANKLIN DAVID MOYA DAVILA Universidad Casa Grande Author
RAFAEL MANUEL FUNES GARCIA Politecnica Salesiana University Author https://orcid.org/0009-0002-2095-7208

DOI:

https://doi.org/10.66836/506fj271

Keywords:

task-based language teaching, speaking performance, oral interaction, secondary education

Abstract

Task-Based Language Teaching (TBLT) organizes instruction around purposeful outcomes that require learners to exchange meaning. This study examined changes in A2 speaking performance after an eight-week task-based program. A quantitative one-group pretest-posttest design included 28 eighth-grade learners aged 12-13 at an urban private school in Ecuador. Participants completed eight two-hour lessons on introductions, routines, personal descriptions, past events, predictions, food ordering, directions, and travel information. Speaking was assessed before and after instruction with A2 Key-format tasks and three analytic scales ranging from 0 to 5: Grammar and Vocabulary, Pronunciation, and Interactive Communication. Grammar and Vocabulary increased from M = 3.32 (SD = 0.94) to M = 4.25 (SD = 0.70); Pronunciation increased from M = 3.29 (SD = 0.98) to M = 4.29 (SD = 0.66); and Interactive Communication increased from M = 3.25 (SD = 0.80) to M = 4.25 (SD = 0.70). Wilcoxon signed-rank tests were significant for all dimensions after Holm correction (all adjusted p < .001). Every participant improved on the 15-point composite score, which rose from M = 9.86 to M = 12.79. The results indicate strong within-group improvement associated with the instructional sequence. Nevertheless, the absence of a comparison group, unreported interrater reliability, and lack of delayed assessment prevent definitive causal and retention claims.

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