Investigating the Effectiveness of Task-Based Language Teaching in Enhancing English Basic Speaking abilities among Fifth-Year Primary Pupils Primary: A Quasi- Experimental study

Abstract

The purpose of this research is to assess the Effectiveness of Task-Based Language Teaching (TBLT) in enhancing basic English-speaking abilities and interaction during class activities among Fifth-Year Primary Pupils (school). This study investigates the role of communicative tasks in increasing classroom participation. A quasi-experimental design was adopted, including a control group taught through traditional methods and an experimental group that participated in task-based activities. A pre-test and post-test were designed to collect data, along with classroom observation. The results were interpreted using descriptive statistics and qualitative analysis. They found that the experimental group outperformed the control group in basic speaking skills and classroom participation. Observation data supported the findings, indicating higher levels of engagement, participation, and meaningful use of simple English among those exposed to TBLT. The study confirmed the hypothesis that TBLT significantly promotes learners’ basic speaking abilities and sets active classroom participation. This study recommends integrating task-based activities in primary EFL classrooms to foster an effective learning environment.