Effects of Culture-Based Tasks in Improving Students of English as a Foreign Language Speaking Skills: Jimma College of Teachers’ Education

Abstract

This study aimed to examine how culture-based tasks can enhance college students’ speaking skills. The researchers used a pre-post-test nonequivalent control group design, which is a type of quasi-experimental design, along with a quantitative research approach. The participants were 60 students in the second semester of the academic year 2021/22, divided into an experimental group consisting of 31 students and a control group consisting of 29 students. To gather data, a pre-test and post-test speaking test were conducted to evaluate the speaking accuracy and fluency levels of both groups before and after the intervention. The analysis of the pre-test results indicated no significant difference between the two groups. Throughout the study, the experimental group engaged in culture-based tasks as a means to improve their speaking accuracy and fluency for a period of three months, while the control group continued with conventional methods. At the end of the intervention, a post-test was administered to both groups, and their achievements were compared. The statistical analysis showed that the experimental group obtained higher average scores in the post-test, indicating that they exhibited better speaking accuracy and fluency after the intervention compared to the control group. These findings emphasize the positive impact of incorporating culture-based tasks in language learning contexts. The study recommends integrating such tasks to cultivate a more conducive English classroom environment and enhance students’ speaking skills.