Development of English-Speaking Skills Using Task-Based Learning for Grade 7 Students at A Tha Ka (1) School in Taungtha Township, Myanmar
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Abstract
This study aims to investigate the development of English-speaking skills among Grade 7 students at A Tha Ka (1) School in Taungtha Township, Myanmar, through the implementation of Task-Based Learning (TBL). The primary objective of the research is to explore how TBL enhances students’ speaking fluency, accuracy, and confidence. A quasi-experimental design was employed with a group of students who participated in various speaking tasks over a period of six weeks.
Data collection methods included a pre-test and post-test to measure students’ improvement in speaking proficiency, classroom observations to monitor participation and engagement, and interviews to understand students' perceptions and attitudes towards English-speaking activities. The findings reveal a significant improvement in students’ speaking skills after the implementation of TBL, indicating that task-based learning is an effective instructional approach for language development in the Myanmar context.
The results also suggest that students responded positively to speaking tasks, and their confidence increased as they practiced real-life communication in the classroom. This study recommends that English language teachers in similar educational settings incorporate TBL strategies to enhance learners’ communicative competence.
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