Abstract
Abstract Despite the increasing popularity of task-based language teaching (TBLT) among researchers and teachers, further classroom-based empirical evidence is needed to support its use over more traditional teaching approaches such as presentation practice production (PPP). The argument that TBLT is ‘legislation by hypothesis’ (Swan, 2005), is yet to be completely refuted (Ellis, 2018). Four intact classes of Japanese university students taking a one-year oral English course were randomly assigned to either a TBLT or PPP teaching condition. Speaking proficiency and speaking self-efficacy were measured three times during the year to discover the differential impact of teaching approach on growth. Student interviews provided insights into their views on the different approaches. Results showed that students in TBLT and PPP classes experienced growth in both proficiency and self-efficacy, and there was no difference in final outcomes for the two conditions. However, patterns of growth for the groups were different.
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