Abstract
The study aimed at investigating the effect of the task-based instruction in enhancing industrial students EFL proficiency and communicative skills, first year, Miet Ghamer Industrial School Egypt. It also tests whether using the task-based instruction motivates industrial students to learn English in real situations and also test whether using the task-based instruction improves the industrial students EFL proficiency and communicative skills. The research sample is included one experimental group and one control group, the experimental group consisted of (40) students and the control group of (40) students, too. Tools of the research included a pre-post English language proficiency test, a pre-post communicative skills test, a student manual and finally a teacher guide. Results of the research showed that the effect size of the task-based instruction was great in developing the industrial students’ EFL proficiency and communicative skills. The research has come to an important recommendation which is more programs and courses should be developed according to the task-based approach for developing both proficiency and communicative skills of Students of English for specific purposes and ESP classrooms.
Highlights
The research has come to an important recommendation which is more programs and courses should be developed according to the task-based approach for developing both proficiency and communicative skills of Students of English for specific purposes and ESP classrooms
Stape (2002) concluded that the role of needs analysis in an ESP setting is crucial as the focus is very much on the learners and the language and the linguistic skills, as ESP pedagogy is driven by learner centeredness, (Lixin, 2004)
Analysis of data revealed a significant difference between the mean scores of the experimental group in the pre and post applications in the English language proficiency test favoring the post application
Summary
With the increasing number of business and industry jobs that require a high. Soliman level of proficiency in English, ESP has established itself as an inevitable movement in the field of TEFL. English for specific purposes (ESP) is the English instruction which is based on actual and immediate needs of learners who should successfully perform real life tasks (Smoak, 1994). John (1998) suggested that ESP is designed to meet specified need of the learner. Stape (2002) concluded that the role of needs analysis in an ESP setting is crucial as the focus is very much on the learners and the language and the linguistic skills, as ESP pedagogy is driven by learner centeredness, (Lixin, 2004)
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