EFL Teachers’ and Students’ Attitudes towards the Role of Task-Based Language Teaching in Enhancing Students Speaking Skill : the Case of Second-Year Students in the Department of English at Mouloud Mammeri University of Tizi Ouzou
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Date
2021
Authors
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Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University OF Tizi-Ouzou
Abstract
The present study attempts to investigate teachers’ and EFL students’ attitudes towards Task-Based Language Teaching Approach to enhance Second-Year students’ speaking skill. This work is intended to determine the type of attitude that teachers and students hold towards using different sorts of tasks which are the basic element for the notion of TBLT. In addition, the research seeks to examine teachers’ use of TBLT principles in EFL classrooms, and to analyze to what extent TBLT stimulates students’ motivation, participation, and speaking skill. Our research relies on a framework for TBLT developed by Jane Willis in 1996. The research was conducted in the Department of English at Mouloud Mammeri University of Tizi-Ouzou. This work has adopted a mixed method approach combining both of qualitative and quantitative methods for data collection and data analysis. The target population of the research is Second-Year students and teachers of Oral Expression. For Data collection, seventy (70) questionnaires have been distributed to Second-Year students, three (03) interviews have been conducted with teachers of Oral Expression module, and twelve (12) classroom observations have been conducted in the Department of English at MMUTO. Concerning the data analysis, the Rule of Three is adopted to analyze the numerical data obtained from the close-ended questions of the questionnaire, and Qualitative Content Analysis (QCA) is applied to interpret the results gathered from the classroom observations and teachers’ interviews. The results of the study demonstrate that teachers at the Department of English at MMUTO incorporate TBLT in Oral expression sessions. Moreover, it illustrates that TBLT impacts positively the students’ motivation, participation and speaking skill. Furthermore, the research’ findings reveal that all of teachers and students exhibit positive attitudes towards the effectiveness of TBLT in enhancing students’ speaking skill.
Description
72p. ; ill. en coul. ; 30cm.+(cd)
Keywords
Attitude, Framework of TBLT, Speaking skill, Task-Based Language Teaching Approach.
Citation
Didactics of Foreign Languages