The Effect of Task-Based Language Teaching on Developing Students’ Oral English Achievement: With Reference to Damot Preparatory School Grade Eleven Students

The main aim of the present study was to investigate the effect of task based language teaching in developing oral English achievement of Demot Higher Education and preparatory School grade 11students. To achieve this objective ,a task-based language teaching program was prepared based on grade 11 English textbook. An oral achievement test with an assessment rubric was administered. Two independent groups of Damot preparatory school students were selected by purposive sampling for experimentation. One class representing the experimental group learned through the task-based language teaching while the other one class representing the control group learned the same part following the traditional/ regular teaching methodology. Oral performance test was used as an instrument. Data were analyzed using SPSS using independent sample t-test and paired sample t-test. Results revealed that there were statistically significant differences between the mean scores of the experimental and control subjects on their oral English achievement in favor of the experimental group. Results also showed statistically significant difference between mean scores of experimental group subjects in the paired sample t-test of their pre-post test scores of oral English achievement in favor of the post test. These results support that using task-based language teaching is effective in developing students’ oral achievement and build self-confidence.