Abstract
The purpose of this study is to explore whether L2 learners improve their L2 speech presentations for English communication in TBLT, and whether their awareness of criteria influences their learning. It also seeks to determine the relationship between learnersâ awareness and leanersâ performance test results. A questionnaire for learnersâ awareness was developed to measure to what extent learners are aware of the criteria of Task-based Language Assessment (TBLA). The criteria provide an indication of what L2 learners need to develop: introduction, body, conclusion, performance, contents quality, language quality, practice, fluency, and grammar. Data were collected from 67 learners who enrolled in a speech presentation class and participated in the present study. The results showed statistically significant improvement in performance test of TBLT in the Experimental Group (EG) with higher criteria awareness. In addition, the correlation coefficient was significant between performance test results and higher results in the criteria awareness questionnaire. The overall results indicated that L2 learnerâs intentional focus on criteria in TBLT had a strong influence initiating a type of criteria awareness and stimulating related types of awareness, ushering L2 learners toward more autonomous learning. However, further refinement of the criteria should be considered depending on the EFL context. Keywords: criteria awareness, task-based language teaching (TBLT), task-based language assessment (TBLA), presentation class, speech management Applicable levels: secondary, tertiary
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