Task-based Language Approach to Teach EFL Speaking

Abstract

Task-based Language Approach has emerged as a significant component in the development of the language curriculum. One of its basic principles is the use of tasks, which are goal-oriented and learner-centered, as classroom learning activities in which learners use real-life language to achieve a specific outcome. However, few task-based related research studies have been conducted in Taiwan, especially in a college EFL context. Therefore, the present study aims to explore college EFL students' perceptions of their own learning attitudes, classroom activities, and pair/group work with task-based approach, and teachers' and students' reflections on task-based approach and its assessment. The qualitative method was used in this study to investigate whether task-based approach served to improve students' oral proficiency, learning motivation, and positive attitude. Regarding college students' learning attitude, the research findings indicate that all students valued their speaking ability, and the majority agreed that their oral proficiency was improved: they neither saw 'speaking' as a difficult skill to learn nor passively learned English in a teacher-directed environment. More opportunities were provided in engaging pair/group works for English conversation practice without anxiety, students' self-confidence therefore positively increased. In terms of their perceptions on the classroom activities, students considered that task-based activities which came with more explicit learning goals not only provided them with better understanding the usage of language, but also enhanced their motivation-through which they learned practical communicative skills to apply into real-life situations, and they also felt self-fulfillment when completing the tasks. Regarding teachers' and students' reflections on task-based learning approach and its assessment, both of them showed positive views: students preferred the analytic rating for its explicit feedback showing which parts they did well and which parts needed to be improved, according to the rating sheet. They also pointed out that task-based assessment was more challenging but also more objective than the traditional tests. Some pedagogical implications also provided to the classroom teachers who are interested in applying task-based approach into their lesson plan and assessment.