Yu He
ABSTRACT
This study aimed to assess the effectiveness of task-based language teaching (TBLT) in enhancing Chinese college students’ English-speaking competence. A mixed research approach through quasi-experimental pretest-posttest design and thematic analysis was employed. Data were collected from 80 non-English major first-year students at Pingxiang College, China, using adopted pretests, posttests, and attitude questionnaire. Results showed that the control group’s level of speaking competence remained intermediate in both the pretest and posttest, while the experimental group progressed from intermediate in the pretest to advanced in the posttest. The experimental group demonstrated a moderately favorable pre-test attitude and a more favorable post-test attitude towards TBLT. Also, inferential tests showed no significant differences in the control group’s pre- and post-assessment results along knowledge and skills, but significant differences were found in the experimental group’s pre- and post-assessment results along skills. Moreover, the study identified several challenges in TBLT, including task design, emotional and psychological factors, group dynamics, time management, instructional support, and cultural barriers. Based on these findings, a plan of action was proposed to enhance students’ English-speaking competence through TBLT.
Keywords: Attitude, English-speaking competence, knowledge, skills, task-based language teaching