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9th World Engineering Education Forum, WEEF 2019

DEVELOPINGth SPOKEN FLUENCY THROUGH TASK-BASED TEACHING

9 World Engineering Education Forum, WEEF 2019
JyothiMasuram,
DEVELOPING SPOKEN FLUENCYPushpaNaginiSripada
THROUGH TASK-BASED TEACHING
Research Scholar, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai 600 119
JyothiMasuram, PushpaNaginiSripada
Professor of English, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai 600 119
Research Scholar, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai 600 119

Professor of English, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai 600 119
Abstract

OBJECTIVE: The primary objective of learning a second language is the ability to communicate both in written and spoken
modes.
AbstractTo develop the ability to speak in a target language requires teaching and training with strategies and methodologies
which the students should learn at college level. However many colleges fall short of training to develop their speaking skills. It
has been observed
OBJECTIVE: The that teaching
primary and learning
objective of learningof English
a secondhas language
emphasized more
is the on reading
ability and writingboth
to communicate skills,
in rather
writtenthan
andlistening
spoken
and speaking skills. The ability to speak well is much needed for higher studies and employment.
modes. To develop the ability to speak in a target language requires teaching and training with strategies and methodologies The present curriculum,
teaching
which themethods,
students materials
should learnmust be designed
at college level.keeping
However in many
mind colleges
the demand for oral
fall short proficiency
of training of English.
to develop their There
speakingmust be an
skills. It
emphasis on developing assessing speaking ability and oral fluency of the students in the college
has been observed that teaching and learning of English has emphasized more on reading and writing skills, rather than listening level. Most of the students are
finding difficulties
and speaking skills.to The
continue a conversation
ability to speak well with
is minimal
much needed hesitations and undue
for higher studiespauses. There could be
and employment. Themany reasons
present for such
curriculum,
situations. There could
teaching methods, be pedagogical
materials factors that
must be designed could in
keeping be mind
responsible for students’
the demand for oralpoor speaking of
proficiency skills.
English. There must be an
METHOD:
emphasis onThe present study
developing aimsspeaking
assessing at improving abilitythe
andstudents’
oral fluency oral of
fluency in the target
the students in the language through
college level. Mosttask based
of the language
students are
teaching. The tasks to
finding difficulties provide
continuethe astudents the opportunities
conversation with minimal to hesitations
learn the language
and undue andpauses.
in turn There
enablecould
them be to interact with the
many reasons forworld
such
in the targetThere
situations. language.
could Tasks given to the
be pedagogical students’
factors has focused
that could on meaningful
be responsible situations
for students’ poorbecause
speaking theskills.
meaning focused tasks have
a clear outcome
METHOD: and to reach
The present study their
aims goal in learning
at improving thethe target language.
students’ Theinpre-task
oral fluency the targetwaslanguage
conducted to prepare
through the students
task based language to
perform without
teaching. The tasks hesitation
provide and promote the
the students acquisition. Thentothe
opportunities post-task
learn was conducted
the language and in turnto enable
evaluate the to
them effectiveness
interact withofthe teaching
world
intervention programme.
in the target language. Thegiven
Tasks tasks tosuchtheasstudents’
picture story, spotting
has focused onthe differences,
meaningful plan a because
situations trip, re-ordering
the meaningthe sentences, speaking
focused tasks have
on a topic
a clear were conducted
outcome and to reachto assess
their the
goalfluency of thethe
in learning target
targetlanguage.
language. The pre-task was conducted to prepare the students to
RESULT: The study
perform without provided
hesitation and the improvement
promote acquisition. of spoken
Then the fluency when
post-task wascompared
conducted to to
theevaluate
existingthelevel of fluency of
effectiveness in teaching
English
learners’.
interventionIn programme.
order to interactThe with
tasksothers,
such asstudents’ has tospotting
picture story, participate
the in conversation
differences, planina meaningful situations.
trip, re-ordering According
the sentences, to task
speaking
based language
on a topic teaching, atotask
were conducted assesswilltheenable
fluency theoflearner
the targetto focus on interaction and improve speaking ability in the real world
language.
situations.
RESULT: The Communicative
study provided taskthecompletion
improvement activities engagefluency
of spoken learners’
whenin exposure,
compareduse andexisting
to the motivation.
levelAllof the observations
fluency in English in
the study Inhas
learners’. suggested
order thewith
to interact needothers,
of task based has
students’ teaching for developing
to participate speaking
in conversation in fluency,
meaningful as situations.
tasks provide learners’
According the
to task
opportunities
based language to learn and speak
teaching, a taskfluently
will enablein thethe target language.
learner to focus on interaction and improve speaking ability in the real world
situations.
© 2020 TheCommunicative
Authors. task
Published completion
by Elsevier activities
B.V. engage learners’ in exposure, use and motivation. All the observations in
Keywords:Speaking
the study skills;oralthe
has suggested fluency;
needtarget
of CC language;
task basedtask-based
teaching teaching; conversation activitiesfluency, as tasks provide learners’ the
This is an open access article under the BY-NC-ND licensefor developing speaking
(http://creativecommons.org/licenses/by-nc-nd/4.0/)
opportunities to learn and speak fluently in the target language.
Peer-review under responsibility of the scientific committee of the 9th World Engineering Education Forum 2019.
Keywords:Speaking skills;oral fluency; target language; task-based teaching; conversation activities

1 INTRODUCTION

1877-0509 © 2019 The Authors. Published by Elsevier Ltd.

1This
INTRODUCTION
is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).Selection
and peer-review under responsibility of the scientific committee of WEEF 2019
1877-0509 © 2019 The Authors. Published by Elsevier Ltd.
This is an ©
1877-0509 open access
2020 article under
The Authors. theby
Published CCElsevier
BY-NC-ND
B.V. license (http://creativecommons.org/licenses/by-nc-nd/3.0/).Selection
and peer-review
This underarticle
is an open access responsibility
under theofCC
theBY-NC-ND
scientific committee of WEEF 2019
license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the scientific committee of the 9th World Engineering Education Forum 2019.
10.1016/j.procs.2020.05.080
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Speaking is one of the most distinguishing features of human beings. Verbal communication is the natural state of
language, as all human beings are born to speak. The verbal interaction involves not only speaking meaningful
utterances but also receiving others' oral utterances. Speaking is considered as a critical skill in learning a second
language by most of the learners, and their success in learning a language is measured in terms of their
accomplishment in oral communication (Nunan, 1998; Nunan, 2001)
Form and meaning of speaking are dependent on the context, including the speakers themselves, their collective
expressions, the physical environment, and the reasons for speaking. It could be spontaneous, open-ended, and
evolving. However, speech is not always unpredictable. Language patterns that tend to recur in certain discourse
situations such as declining an invitation or requesting leave from work can be identified. Best example is, when a
salesman asks "May I help you?" the expected discourse sequence could be a statement of request, response to the
need, offer or appreciation or acknowledgement. In speaking learners require to not only know how to produce
specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also they
understand when, why, inwhat ways to produce language (sociolinguistic competence). A good speaker synthesizes
this array of skills and knowledge to get success in a given speech situation or act. It is more complex than it seems
and involves more than just pronouncing words. Speaking is a skill to express thoughts, opinions to others orally
both directly and indirectly. Among the four skills such as Listening, Speaking, Reading and Writing (LSRW),
hence speaking is intuitively the most important.
There is a great deal of repetition and overlap between one speaker and another, and speakers use more often non-
specific references. Learners need to develop skills to interact as well as in the negotiation of meaning. Further,
Nunan (1996) also suggested that one can apply the bottom-up and top-down distinction to speaking. The bottom up
approach to speaking is that speakers start with the smallest unit of language such as individual sounds and move
through mastery of words and sentences to discourse. On the other hand, the top-down approach suggests that
speakers start with interacting with the larger chunks of language, which are embedded in meaningful contexts.

1.1 Sub-skills of speaking

Speaking has many sub-skills. The ability to speak underlies the skills of using correct words according to the
contexts, using appropriate pauses, using appropriate language. Further, a good speaker is always known by how
much the other person can attain the ability to listen. While acquiring speaking skills it is important to learn listening
skills from online sources. However, the present study focuses more on the performance aspect of speaking. The
followings are significant and relevant for the present study.

1.2 Micro-Skills of oral communication

Speaking implies performing some small skills, called as micro-skills. These micro-skills can be used to evaluate
speech production. Further, teachers of English must have awareness of the following micro-skills, which would
help them to plan their lessons accordingly. As per Brown (2001), the micro-skills of oral communication involve
the following tasks.

 To produce chunks of language where length varies.

 To produce differences among the English phonemes and allophonic variants orally.
 To use patterns, stress in words and unstressed positions, rhythmic structure, and intonation.
 To produce reduced forms of words and phrases
 To use good number of lexical units in order to accomplish pragmatic purposes
 To produce fluently at different levels of speaking.
 To monitor oral production using strategic devices such as pauses, fillers, self-corrections to enhance the
clarity of the message.
 To use grammatical word classes (nouns, adjectives etc.), systems (e.g., tense, pluralisation), word order,
patterns and rules.
 To produce speech in appropriate phrases, and sentences.
 To express a particular meaning in different grammatical forms.
 To use cohesive devices in speech.
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 To accomplish communicative functions according to situations appropriately.

 To produce appropriate registers, pragmatic conventions, and other sociolinguistic features in interacting
with others
 To use links and connections between events and to relate such situations as main idea, supporting idea,
new information, given information, generalization, and exemplification.
 To use expressions, kinaesthetic, body language, and other non-verbal cues with verbal language to convey
meaning of the speech.
 To develop and use speaking strategies, such as enhancing key words, rephrasing, providing a context for
interpreting the meaning of words appealing for help, and accurately assessing how well your listener
understands the conversation.

1.3 Teaching talk as interaction

Talk as interaction is perhaps the most difficult skill to teach as interactional talk is a very complex phenomenon
that takes place with unspoken rules. Hence these are best taught by providing examples embedded in naturalistic
dialogues with features such as opening and closing conversations, speaking about personal incidents and
experience responding to others. One rule for making small talk is to start interacting or having a conversation with
something that is relating to the student so that their schema gets activated and they can perform with more interest
to reflect with the help of their prior knowledge. The topics which were given generally to talk as interaction were
the climate, personal interests, and so on.

1.4 Cognitive processes in speaking

While speaking language learners often use pauses and come across difficult situations, so to combat this they must
engage in various cognitive processes and it is vital, the key mental processes learners’ engage in, can help us
support them in their speaking to develop interaction in a more informed 'manner. As we can see, language learners
experience various degrees of anxiety when they speak spontaneously.
The inability of learners’ to cope with the cognitive demands of one or all of the core processes could be the reason
for their anxiety.

1. Conceptual preparation: (learners not knowing what to say): this could be as the learners ‘have insufficient
background or content and the ability to select content is not appropriate for the task.
2. Formulation: (learners not able to express their message
Grammatically correct). The learner may have the notion of what to convey, but experiences difficulty in translating
that mental model into more precise language, or in selecting the right word or sentence.
3. Articulation: (Learners not knowing how to pronounce words in the target language). Here, the learner has
formulated a proposition, but may not be able to articulate it clearly. In some cases learner may be genuinely
embarrassed by their poor pronunciation and avoid articulation altogether.
These cognitive factors may affect the quality of learners' performance, giving perceptible changes in their speech.
1. Avoid over-taxing learners' cognitive capacity with activities that require their conscious attention to conceptual
preparation, formulation and articulation.
2. Instead, provide activities that focus separately on different cognitive demands so that learners get to develop
their oral language in a less stressful way.
3. Vary the level or challenge of speaking activities by providing support in one or more of the cognitive phases.
4. Teach learners to use communication and discourse strategies for processing time and negotiating meaning.
5. The learning objective must be clear for each activity, and assess your learners' performance realistically.
6. Plan activities where learners can focus separately on the expression of meaning and the structuring of language
form, but find a way of weaving these expressions with coherence.

1.5 Task-based Language Teaching

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The use of task-based language teaching has led to a variety of interpretations of what exactly is a task. A
communicative task is the exchange of meanings. Willis (1996, p.36) defines task as "a goal oriented activity with a
specific outcome where the emphasis is on exchanging meaning, not producing specific language forms". Tasks
increase student interests and aspirations increase the meaningful use of language, and when tasks are focused on
meaning, have better "opportunities in the classroom to use language for genuine communication"(Willis and Willis,
2007, p. 4)
Task based activities introduced in the classroom then students can have meaningful discussions with their peers
using English language to communicate and interact with each other. This way classes become more interactive and
effective.

Interactive classes have the following features:

I. There is a space of group and pair work.
2. Students are driven to engage in spontaneous and authentic conversations.
3. Students participate for actual purpose and audiences but not for artificial ones
4. Tasks make students ready for the real world outside the classroom.

TBLT is also discussed from a psycholinguistic perspective. From this perspective, “a task is a device that guides
learners to engage in certain types of information processing that are believed to be important for effective language
use and/or for language acquisition from some theoretical standpoint"' (Ellis. 2000. p.197). It proposed that while
performing the tasks, learners engage in certain types of language and mental processing that are useful for language
acquisition. Ellis (2006) asserts that "tasks reduce the cognitive or linguistic demands placed on the learner" (Ellis,
2006, p.23).
Group and pair work are crucial to Task Based Language Teaching. This will create a completely different
atmosphere from that of a traditional teacher-centred class, instead of strictly controlling the students, the teacher
involves and co-ordinates their work by involving them. According to Brown (1994) group- work creates a
favourable climate for communication by relaxing students of the anxiety of having to talk in front of the whole
class.

1.6 The use of TBL T to develop interaction skills

Instructional tasks are crucial components of the language learning environment, and "hold a central place" in the
learning process (Ellis, 2003, p. 1). The type of task used in instruction can influence learners' performance
positively. Hence, the curriculum or the designer of the course should try to create tasks that foster a language
learning context in which the learners are involved and encouraged in their efforts to communicate fluently and
effectively (Ellis, 2003; Willis, 1996). To create the language learning context, Task-Based Instruction (TBl)
presents opportunities to create effective and meaningful activities which promote communicative language use in
the language classroom. Tasks are important tools in language teaching, as described by many researchers as
activities completed while using the target language communicatively by focusing on meaning to reach an intended
outcome Particularly, speaking classrooms are well suited for task-based instruction, given that the approach favours
real language use in communicative situations. This study will explore the effectiveness of certain kinds of task-
based instruction on the development of learners' interaction skills.

2. METHODOLOGY

2.1 Procedure of Data Collection

The primary aim of the present study is to examine how far TBLT would enhance the speaking skills of the learners
at undergraduate level in Hyderabad. The present study takes the opinions of students and teachers towards learning
speaking skills. This is done through administering questionnaires to both teachers and students.
Apart from this, English classes were observed by the researcher to find out how far teachers provided scope and
opportunities for development of speaking skills of the students. A pre-test was conducted to evaluate students
existing competence in speaking skills, which later on compared with a post-test, after a two week of intervention.
 Jyothi Masuram et al. / Procedia Computer Science 172 (2020) 623–630 627
Error! Bookmark not defined.Author name / Procedia Computer Science 00 (2019) 000–000 5

The intervention stage was carried out with tasks and activities to develop speaking skills based on TBL T. The
learners were asked to write their dairies to share their views on the use of TBL T in their class. There were some
follow-up interviews conducted with the learners to collect their opinions on TBL T. The present study is a quasi-
experimental study where the nature of data is both qualitative and quantitative.
In order to undertake this study, the tools used are:
a) Questionnaire
b) Classroom observation checklist
c) Interview protocol
d) Pre-test and post test
e) Learners' diary

The data collected in the preliminary study focus on the present practices of classroom teaching and the problems of
learners in terms of interaction and conversation in English in the classroom. A comprehensive description of the
study was made which included the description and setting of the college, its surrounding and environment, learners'
background and their problem areas, teachers' background and their teaching methods of English. Based on this data
a teaching programme was conducted which aimed to improve the speaking skill of learners using TBL T. The main
study was conducted for a period of twenty days. The pre-test and post – test took two days each. Three days were
spent in data collection through classroom observation, questionnaires and informal interviews with teachers and
learners.

2.2 Student Questionnaire

There are both close-ended and open-ended questions in the students' questionnaire. The primary aim of
administering questionnaire to the student is to know their opinions on the opportunities available for the
development of speaking skills and how much scope do the teachers of English provide to enhance their speaking
skills. The followings are the primary objectives of administering questionnaire to the students.
Objectives of the student's questionnaire
The primary objectives of the student's questionnaire are
a) to know the profile of the students
b) to know their perception on speaking skills
c) to know their opinion and views about their course book
d) to know the techniques and methodology used by the teachers to teach speaking skills in the classroom
628 Jyothi Masuram et al. / Procedia Computer Science 172 (2020) 623–630
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Need for Speaking Skills

Jobs
Further Studies
Interact with friends
Abroad opportunities

Figure1. Need for speaking skills

From the above pie-chart it is quite evident that the percentage of need of speaking and oral fluency for the students
which is extracted and observed from students’ questionnaire.

2.3 Teacher's questionnaire

Questionnaires were administered to the teachers to find out their opinions regarding speaking skills. Teachers were
asked to produce their opinions to find out the scope of speaking skills in the classroom and how proficient are the
students in speaking and what steps are taken by the teachers to develop interaction in the classroom and the present
course book has scope for improvement of speaking.
For this study, six teachers of English from that college were chosen randomly. The selection of the teachers was
mostly on the basis of accessibility.

2.4 Classroom Observation

The primary aim of observing teachers in teaching English is to find out how far they are providing scope in
developing speaking skills of the learners and also to triangulate the information from the teacher's and student’s
questionnaire. In other words, the main aim of classroom observation was to discover whether there was any gap
between the questionnaires and what they practice in the classroom. Furthermore, classroom interaction procedure,
classroom environment, and the materials used in developing speaking skills of the learners were observed. Three
consecutive English classes of three English teachers were observed. The reasons for observing three consecutive
classes is to find out a general opinion of the teaching methodology of the teacher, which may not be feasible in
observing a single class.
Table1. Class Observations

Class 1 Class 2 Class3

Topic of the class Connectives Prose Poetry
Tasks/Activities Fill in the blanks Choose the correct Question and answers
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Error! Bookmark not defined.Author name / Procedia Computer Science 00 (2019) 000–000 7

answer
Teaching methodologies Discussion method Lecture method Lecture method
Materials used Text book and black Text book Text book
board
Learners’ involvement Yes Yes No
Scope for learners’ To some extent No No
interaction

2.4 Pre-test
This test was administered to find out the level of proficiency in terms of speaking skills. For this test some oral
tasks were designed for the learners which comprised of some tasks. The tasks were carried out inside the
classroom. There were four varieties of tasks in the pre-test.
The followings questions were a few examples.
1. Tell me something about yourself
2. Tell me something about your family
3. What do you do at your leisure?
4. Describe a person
5. Describe a place or setting
This task was conducted in pairs. One learner was giving her views for the topic and the other against the topic.
For examples:
1. Two friends discussing at the college corridor.
2. Two friends talking about their food habits.
3. Conversation between a person and a station master at the ticket counter.

2.5 Intervention

A three week of intervention stage was experimented to find out the impact of Task-basedlanguage teaching to
develop students’ speaking skills in the classroom. In order to do so, the learners had undergone through a pre-test
which was designed to access learners speaking skills initially. After assessing their level of speaking competence, a
three week of two hours each teaching programme was experimented in the sample group. Lessons were designed
based on tasks which were conducted in the classroom with the sample of students. Clear instructions were given to
the learners before administering each task in the classroom. The students were divided in pairs.
The tasks were to make an identity card of the partner with interacting with each other, information gap activity,
students’ finding their partner’s personal experiences, goals and explaining, situational speaking, role-play involving
in characters and so on. At the end of each task there was a discussion among the teachers and students as to know
the views of the students towards the task about its effectiveness.

2.6 Post-test

The post-test followed after the intervention was conducted to enable if the students were benefited from the
teaching programme and whether the tasks performed during intervention their speaking fluency to some extent. The
post- test questions were similar to those in pre-test, except that the questions were different from those which were
asked during the pre-test.

3 OVERVEW OF STUDY

The present study entitledaimed at improving interaction skills of the students of the undergraduatelevel students
with the help of Task-based language teaching. This studyaimed to investigate the effectiveness of task-based
instructions in the development of learners' interaction skills. In keeping with the recent practice data was collected
from the teachers and students through questionnaires, interviews and it was also analysed to know the current
situation of teaching English. However it was observed that the oral skills of the students were not up to the
expected level, particularly in terms of interaction. This was further supported when the data collected from
630 Jyothi Masuram et al. / Procedia Computer Science 172 (2020) 623–630
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students' pre-test and questionnaire. So it was felt that a study should be taken up to identify the problems of the
learners with respect to their oral skills. Thus, based on the initial findings of the study, an intervention programme
was designed based on the principles of task based language to develop the interaction skills of the students.

4 FINDINGS

The present approach offered students to get actively engaged in communication in order to complete a task or
achieve a goal, thus TBL T tried to develop students communication skills and spoken fluency by assigning a task
with the help of language to solve it. So the students learned the language in the process with a remarkable
improvement not only in their communication skills but they were also much more confident and fluent than
previous interactive sessions. The quality of their speaking in English improved with respect to task performance,
sentence structures, grammar and sustainability in speech. These changes in the learners were observed in the last
week of invention programme. Thus, it was observed from the findings that the students had acquired certain
language functions for interacting in English and the hypothesis of the successful use of TBL T for developing
interaction skills is proved to be effective and successful.

5 CONCLUSION

The results of the study show significant changes in the improvement of the students’ oral fluency. They indicate
that tasks used in the treatment aroused students' enthusiasm in the speaking classes and increased oral
communication in the classroom, which was the aim of the treatment. This study shows that it is worth
experimenting further with task-based instruction in classrooms and exploiting the role of tasks in motivating the
learners in the classroom language learning process. It is quite evident that from the results that there is a need to
incorporate tasks and activities in teachers' training programmes and in the development of teaching material.

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