Using Task-Based Language Teaching to Improve English Speaking Fluency: An Action Research Study with Vietnamese Non-English-Majored University Students
DOI:
https://doi.org/10.54855/ijte.25542Keywords:
Task-Based Language Teaching, speaking fluency, non-English major university studentsAbstract
This action research project investigated the effectiveness of Task-Based Language Teaching (TBLT) in improving the speaking fluency of 28 non-English major, first-year university students in Vietnam. The study involved a 10-week intervention where students engaged in communicative tasks designed to promote authentic language use. Data were collected through classroom observations, teacher checklists, and informal student discussions. To assess fluency, specific indicators such as speech rate, pauses, and repetitions were examined. The findings revealed that TBLT positively impacted students' speaking fluency, as evidenced by improvements in speech rate, pauses, and repetitions. Students also expressed positive perceptions of TBLT, emphasizing the benefits of pre-task planning, collaborative work, and a focus on meaning over form. The study suggests that TBLT might be an effective approach for enhancing spoken fluency among university students, particularly those with prior grammatical knowledge but limited communicative practice.
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