The Effects of ESA Elements on Speaking Ability of Intermediate EFL Learners: A Task-based Approach

Abstract

In the history of language teaching, speaking has been the main point of interest for many researchers due to the fact that it is the first and foremost important skill by which learners are judged and needs instruction. The purpose of the present study is to investigate the development and implementation of teaching-learning techniques through the utilization of three engage, study and activate (ESA) elements involved in teaching of tasks in improving intermediate EFL learners’ speaking skills. In the current study, two intact groups of 15 participants were involved: the control group receiving regular instruction and experimental group receiving instruction through utilization of three ESA elements involved in teaching of tasks. Subjects were chosen from Chabahar Maritime University majoring in translation studies. The subjects were given a TOEFL proficiency test before the study to ensure that both are at the intermediate level of study at the outset. Then, both groups were given an FCE pretest of speaking to ensure both groups equivalence and homogeneity. After that, the control group was taught using audio-lingual method of teaching and the experimental group was taught by the utilization of ESA elements involved in teaching of speaking tasks. Finally, a posttest of speaking was administered to both groups to assess their speaking ability at the end of the study. The data analysis using independent samples t-test revealed that the subjects in the experimental group outperformed on mastering their speaking skills post-test compared with the control group.