Abstract:
This study tried to investigate the impact of task-based instruction (TBI) on the enhancement of Iranian EFL learners’ speaking skill. The study also tried to scrutinize the impact of TBI on learners’ emotional intelligence. To meet these ends, 60 students were randomly divided into two groups, the experimental group and the control group. At the very first session of the term, two speaking examinations were conducted for both experimental and control group. After the speaking examinations, the participants were asked to answer Bar-On’s emotional intelligence questionnaire. The experimental group was instructed through task-based approach and the control group received instruction through present-practice-produce (PPP) approach. The scores obtained by two raters from the interview post-tests were analyzed through non-parametric tests, and the data obtained from EQ questionnaires were analyzed through t-tests. Results of the statistical analysis revealed that the experimental group performed significantly better on the speaking post-test than the control group. Furthermore, the findings also indicated that the learners in the experimental group became more emotionally intelligent than those in the control group
Machine summary:
In TBI, the focus is on task-completion rather than on a particular function, form, or “on the language used in the process” (Long{View the image of this page} Crooks, 1993, as cited in Larsen-Freeman, 2000, p.
Background What is TBLT Task-based approach aims at presenting opportunities for learners to master language both in speaking and writing via learning activities designed to engage learners in the natural, practical and functional use of language for meaningful purpose (Lin, 2009).
In 1997, Goleman made it popular by writing his book Emotional Intelligence (Mayer, Salovey, Caruso,{View the image of this page} Sitarenios, 2001).
In their study, Soodmand Afshar and Rahimi (2014) investigated the relationship among critical thinking, emotional intelligence, and speaking abilities of Iranian EFL learners.
The language learners had experienced at least two years of English learning and were going to study ‘Touchstone series, Book 2’ (McCarthy, McCarten,{View the image of this page} Sandiford, 2014).
792, df= 29, p Discussion The results of this study showed that Iranian EFL learners who were instructed by task-based approach performed better in their speaking ability than those instructed by PPP approach.
One of the main characteristics of TBA is the shift in language classroom organization from teacher-fronted to the student group work which has received a growing amount of theoretical and empirical support (Long, 1983; Long, Adams, McLean,{View the image of this page} Castanos, 1976; Taylor, 1982).