Use of Task-Based Activities in Improving Active Listening Comprehension Skills of Grade 8 ESL Students

Abstract

Listening is a core receptive skill that facilitates language acquisition and proficiency, yet it is often neglected in the teaching and learning process. This research was conducted to investigate if there was any significant difference in the participants’ active listening comprehension skills before and after the implementation of the task-based activities anchored on the social learning theory. To achieve the research objectives, thirty 32 participants, 17 males, and 15 females were selected to participate and take the pre-and post-tests for Grades 9-10 adapted from the English Language Proficiency Assessments for California (ELPAC). Surveys, focus group discussions, and interviews were also conducted to identify and monitor any improvement in the participants’ active listening comprehension competencies. The quantitative results and analysis showed no significant difference in the pre-and post-tests. However, other findings indicate an important improvement in the participant’s behaviour as manifested in the FGD and interviews. This further implies that effective implementation of the SLT through TBAs could help language learners improve their active listening comprehension skills. English teachers may consider integrating real-life contexts in their classroom tasks to intensify dynamic and collaborative interactions using language-based instructions.