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The Effectiveness of Task-Based Instruction on English Speaking Proficiency for Sixth Graders
Peng, I Ling
Yeh, Chieh Yue
Peng, I Ling
|Issue Date:||2013-09-02 17:44:16 (UTC+8)|
The present study aims at investigating the effectiveness of task-based instruction on English speaking proficiency for sixth graders. Two classes with homogenous speaking level comprising 57 sixth graders were selected from one elementary school in northern Taiwan and were randomly assigned as the experimental and control groups. During the 8-week instructional experiment with one period of class per week, the experimental group received task-based instruction while the control group received traditional instruction. The data collected from the pre-test and the post-test assessing the participants’ performances on speaking fluency and accuracy were analyzed by paired-sample t-test and independent t-tests.
The major findings of the present study are summarized as below. (1) The experimental group who received task-based instruction made significant progress on both speaking fluency and accuracy. (2) The control group who received traditional instruction made significant progress only on speaking fluency but not on accuracy. (3) The experimental group who received task-based instruction performed better than the control group who received traditional instruction on speaking fluency. (4) The experimental group who received task-based instruction and the control group who received traditional instruction performed in an equal manner on speaking accuracy. (5) There was no significant difference between task-based instruction and traditional instruction for high proficiency learners on speaking fluency or accuracy. There was a significant difference between task-based instruction and traditional instruction for low proficiency learners on speaking fluency but not on accuracy. Finally, pedagogical implications and recommendations for future studies were stated at the end of the present study.
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