Task Based Instruction Investigating its Impacts on Students’ Speaking Skills Development at Primary Schools in Ethiopia

摘要

The purpose of this study is to investigate the impact of task based instruction (TBI) on students’ speaking skills development at primary schools in Ethiopia. The study employed a quazi-experimental research design. Particularly, the study used a pretest-posttest control group research design. Participants of the study were 80 grade 7 students who were enrolled in 2018 academic year in Aleta Wondo primary school. In this study, two sets of data were collected: namely qualitative and quantitative data. The quantitative data was collected from pretest-posttest exam and the qualitative data through observation. The result of pretest-posttest data indicated that significant difference observed after the intervention on experimental group students who learnt through task based instruction (i.e. p value calculated to be 0.000). It helped them to improve their speaking skills, increased their confidence, and motivated them to learning English despite the difficulties they face due to different factors. In addition, the observation data confirmed that task based instruction improved students’ to interact using English language in EFL classrooms.