Assessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills

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dc.contributor.authorMartínez Urgilés, Christian Paú
dc.contributor.authorLópez López, Jacqueline Elizabeth
dc.contributor.authorBonilla Tenesaca, Josué Reinaldo
dc.date.accessioned2026-06-08T19:13:10Z
dc.date.available2026-06-08T19:13:10Z
dc.date.issued2025-08-13
dc.descriptionVol. 9 Núm. 3 (2025)
dc.description.abstractDeveloping speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationMartínez-Urgilés, C. P., López-López, J. E., & Bonilla-Tenesaca, J. R. (2025). Evaluación de la eficacia del aprendizaje basado en tareas para mejorar las habilidades orales de estudiantes de inglés como lengua extranjera de nivel B1. MQRInvestigar, 9(3), e926. https://doi.org/10.56048/MQR20225.9.3.2025.e926
dc.identifier.doi10.56048/MQR20225.9.3.2025.e926
dc.identifier.issn2588-0659
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3707
dc.language.isoen
dc.publisherMQRInvestigar
dc.relation.ispartofseriesPM-PI-B24-01P1-13; 18048709290
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectTask Based Learning
dc.subjectspeaking skills development
dc.subjectcommunicative competence
dc.subjectauthentic tasks
dc.subjectquasi-experimental study
dc.subjectlearner perceptions
dc.titleAssessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills
dc.title.alternativeEvaluación de la eficacia del aprendizaje basado en tareas para mejorar las habilidades orales de estudiantes de inglés como lengua extranjera de nivel B1
dc.typeArticle
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