INVESTIGATING BELIEFS, PRACTICES, AND CHALLENGES OF TASK-BASED LANGUAGE LEARNING APPROACH IN EFL GRADE 8 SPEAKING CLASSES

Abstract

The major objective of the present study was to investigate awareness, practice and challenges of students in task-based language learning in EFL speaking classes. The study used descriptive research design with mixed approach (qualitative and quantitative). In the study, Metema Yohannes Elementary School grade eight in particular was selected using purposive sampling technique. In this grade level, 82 students (20%), out of 412 populations, were selected with systematic random sampling technique to be participants of the study. To collect data, questionnaire, classroom observation and interview were used. The questionnaire and the classroom observation data were analyzed quantitatively (frequency percentage, mean and grand mean), but the interview data were analyzed qualitatively. The findings of the study revealed EFL students believed task-based language learning should be practiced in EFL speaking classes. It was also found that various techniques of speaking skills were not practiced in the classes. It was also found that students did not have motivation. Other causes were found to be large classes and support from teachers for practicing task-based learning in English language speaking lessons. Based on the findings, one can conclude that students held positive awareness about the implementation of task-based learning in English language speaking classes; but large class size, students’ lack of motivation, shortage of support, lack of interest and commitment challenged learners’ task-based learning practice in English language speaking lessons. Thus, it was recommended that EFL students and teachers should be given training on the pedagogical applications of task-based language learning in English language speaking classes.