Reconnoitering The Feasibility Of TBLT In Fostering The Speaking Skills Of Undergraduate ESL Learners

Abstract

Task-based language teaching marks a drastic turnover in the method of language teaching. It has proven itself to be more applicable and beneficial. The study aims to explore the viability of TBLT in scaffolding the speaking competence of tertiary learners. In order to implement the process, a task incorporated teaching plan was constructed from the undergraduate foundation English textbook. The prototype of the study comprises of three phases. The first phase is pre-task which is called as a preparatory stage to check the interest of the learners towards participating in the new learning design which is done with the help of questionnaires, personal interview or questioning time. Second, comes the task phase, which is an important stage in the learning process where the learners are introduced to real-life situational tasks and the interactive process action takes place. Finally, the post-task phase is intended to evaluate their speaking performance after the task supported learning and provide follow-up activities in wider contexts. From the present study, the viability of task-based language teaching was empirically investigated and the outcome is practically shown to be effective and feasible for upgrading the speaking skills of undergraduate learners.