THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON ADULT EFL BEGINNERS’ SPEAKING ABILITY IN AN ONLINE CLASSROOM

Abstract

This study explored the effects of task-based language teaching (TBLT) on the speaking ability of adult EFL beginners in an online classroom. Thirty learners participated in an English conversation course, and their speaking performance was measured through a pre-test, three mid-tests, and a final test. A one-way repeated measures ANOVA showed that learners’ speaking skills significantly improved, especially after TBLT lessons. The third mid-test, which followed two TBLT sessions, showed the highest average scores. This suggests that TBLT has a stronger impact on speaking development than non-TBLT methods. Students’ feedback also revealed important insights. Most participants responded positively to TBLT, noting that the interactive and real-life tasks helped them speak more naturally and confidently. However, some still felt anxious or unsure about what to do during tasks, which highlights a need for clearer task instructions and more teacher support. These mixed reactions suggest that while TBLT can be very effective, it must be carefully planned to suit learners’ needs and comfort levels. Overall, the findings support the use of TBLT to improve speaking skills in adult EFL learners, especially in online settings. At the same time, the results point to areas that require attention, such as task clarity and emotional support. This study adds to the growing evidence for TBLT’s effectiveness and offers a base for future research on how to make it even more learner-friendly and adaptable to different teaching contexts.