A QUANTITATIVE STUDY OF TASK-BASED LANGUAGE TEACHING APPROACH ON UNDERGRADUATES’ ORAL PERFORMANCE

Abstract

Task-Based Language Teaching (TBLT) represents an innovative method of language instruction where learners acquire language skills indirectly by engaging in purposeful tasks. Despite its popularity in Teaching English as a Foreign Language (TEFL)  circles, particularly in the realms of reading and writing, there has been a notable scarcity of research on TBLT concerning the interplay between theoretical concepts and practical application, particularly in the domains of listening and speaking skills. This research initiative delved into the impact of the TBLT approach on enhancing the oral performance among undergraduate students. The study also examined students’ perception of TBLT approach as a tool for English learning. This study implemented a quantitative method to explore the effect of TBLT on undergraduates’ oral performance after exposed to TBLT approach for 12 weeks. The research instruments include test papers and a survey questionnaire. The results were reported a significant effect of TBLT on improving students’ oral performance.