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Improving Students' Speaking Skills in Engineering Colleges Through Task-Based Language Teaching

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Publicado en:Theory and Practice in Language Studies vol. 15, no. 3 (Mar 2025), p. 698
Autor principal: Basireddi, Rambabu
Otros Autores: Dasam, Sridevi, Anumula, Venkata Surya Seshagiri, Suma, V Jayasri, Pettela, Ramesh, Kumar, P Vijaya, Bolleddu, Siva Nagaiah, Lakshmi, K Suvarna
Publicado:
Academy Publication Co., Ltd.
Materias:
India
Andhra Pradesh India
Teaching
Students
Language proficiency
Communication
College students
Intervention
Questionnaires
Learning environment
Anxiety
Communicative competence
Language teaching methods
Education
Learning
Accuracy
Language acquisition
Cooperative learning
Pilot projects
Sampling techniques
Speaking
Interviews
Grammar
Research methodology
Task-based language teaching
Engineering education
Collaborative learning
Engineering
Communication skills
Alternative approaches
Undergraduate students
Teaching methods
Skills
Work skills
Ability
Language
Colleges & universities
Pretesting
Literature Reviews
Communicative Competence (Languages)
Learner Engagement
Language Usage
Language Skills
Control Groups
Experimental Groups
Learning Processes
Pretests Posttests
English (Second Language)
Educational Change
Data Analysis
Outcomes of Education
Educational Facilities Improvement
Classroom Environment
English Learners
Acceso en línea:Citation/Abstract
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Resumen:This paper explains the effectiveness of TBLT in enhancing the speaking skills of engineering undergraduates in select colleges in the East Godavari District of Andhra Pradesh. In the contemporary educational landscape, particularly in Engineering Institutions, strong communication skills are essential for students' professional success. However, Traditional language Teaching Methods often fall short of addressing the practical communication needs of students. TBLT, with its focus on real-world Tasks and communicative competence, offers a promising alternative. The findings reveal that students in the TBLT group improved significantly in their speaking abilities compared to those in the control group, who were taught using traditional techniques. The tasks for the TBLT (Task-Based Language Teaching) sessions were designed to closely align with students' real-life communication needs, including group discussions, presentations, and interviews. This alignment made the learning process more relevant, practical, and engaging. Furthermore, the TBLT approach fostered a collaborative learning environment, which enhanced students' confidence and reduced anxiety about speaking skills.
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.1503.04
Fuente:Education Database