Effects of Task-Based Activities on Students’ Academic Speaking Abilities: A Case Study in Demonstration Schools
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Abstract
The objectives of this study were to: 1) develop task-based activities lesson plans to enhance academic speaking skills; 2) examine the effectiveness of implementing these task-based activities to enhance academic speaking skills; and 3) compare academic speaking assessment scores before and after the task-based activity intervention. A cluster sampling method was utilized to select a sample of 33 Mathayomsuksa 2/1 students from the Demonstration School of Suan Sunandha Rajabhat University (secondary level) during the second semester of the 2022 academic year. The study employed an experimental design. Research instruments included task-based lesson plans and both pre- and post-tests to assess academic speaking skills. Statistical analyses included mean, standard deviation, and the dependent t-test. The findings were as follows: 1) the task-based lesson plans designed to improve academic speaking skills of Mathyomsuksa 2 students produced an efficiency ratio of 86.10/83.67, surpassing the predetermined benchmark of 80/80; and 2) the mean pre-test and post-test scores of Mathayomsuksa 2 students were 16.07 and 25.10, respectively. The post-test scores of students’ academic speaking skills were higher than the pre-test scores at the significant level of .05. These findings contribute new knowledge to the field and confirm the concept of task-based language teaching in enhancing both first and second language development.
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