Students stand to accomplish a wide range of goals when basic instruction and opportunities to practice speaking are made available to them in class. Oral communication brings to fruition task-based approach which makes use of the target expressions or language functions in the carrying out of task-types.

Utilizing the results of the pre- and post tests in Oral Communication after using task-based approach, this study looked into the level of oral communication skills of the Grade 11 General Academic Strand students of Domalandan Center Integrated School this school year 2018- 2019. Results showed that though the overall rating before using task-based strategies were satisfactory, it was noteworthy that majority of the students proved to be outstanding in their performance after the use of task-based activities. Likewise, it also showed that the level of oral communication skills of the Grade 11 GAS students significantly differed before and after using task-based strategy.

The results of the study indicated that students worked best in instructional formats that best suit their learning styles. Teachers, are then called to task to exploit the role of tasks in students’ higher motivation in classroom language learning. It also called on the teachers, to develop alternative methods in aid of creating more effective learning environment.

Excerpt

Abstract
Introduction
Method
- Research Design
- Participants
- Instrumentation
- Data Analysis
Results
- Performance in Oral Communication in Context Before Utilization of Task-based Strategy
- Performance of the Students in Oral Communication After Exposure to Task-based Strategy
- Performance of the Students in Oral Communication Before and After Exposure to Task-based Strategies
Discussion
- Performance in Oral Communication in Context Before Utilization of Task-based Strategy
- Performance of the Students in Oral Communication After Exposure to Task-based Strategy
- Performance of the Students in Oral Communication Before and After Exposure to Scaffolding Strategies

Objectives and Key Themes

This study aimed to improve the oral communication skills of Grade 11 General Academic Strand (GAS) students through a task-based learning strategy using simulations. The research investigated the effectiveness of this strategy by comparing student performance in oral communication before and after implementation.

Effectiveness of task-based learning strategies in improving oral communication skills.
Impact of simulations as a task-based strategy on student performance.
Comparison of student performance in oral communication before and after intervention.
Relationship between task-based learning and communicative competence.
Exploration of suitable instructional formats to enhance student learning styles.

Chapter Summaries

Introduction: This chapter establishes the context of the study by highlighting the importance of oral communication skills in the 21st-century workplace and the K to 12 Basic Education Curriculum's emphasis on their development. It points out the low performance in oral communication among Grade 11 GAS students as observed in a unit test and introduces task-based learning strategies, specifically simulations, as a potential solution to improve students' skills. The chapter draws on existing literature to support the use of simulations as an effective teaching method that promotes active learning and long-term retention.

Method: This section details the research design, participants, instruments, and data analysis procedures. A quasi-experimental design was employed to determine the impact of the task-based learning strategy. The participants were Grade 11 GAS students enrolled in Oral Communication in Context during the First Semester, Academic Year 2018-2019. A 60-item multiple-choice teacher-made test was used to assess students' oral communication skills before and after the intervention. Statistical analyses, including mean and t-test, were used to determine significant differences in performance.

Results: This chapter presents the findings of the study, comparing student performance in oral communication before and after the implementation of the task-based strategy using simulations. Table 1 shows the initial assessment results, revealing that a majority of students performed satisfactorily, but a substantial number performed poorly. Table 2 displays the post-test results, demonstrating a significant improvement in student performance, with a vast majority achieving outstanding results. Table 3 highlights the statistically significant difference in mean scores before and after the intervention, indicating the effectiveness of the task-based strategy.

Discussion: This chapter analyzes the results in relation to existing literature. The initial low performance in the pre-test is discussed in light of previous research indicating a need for intervention strategies to address poor communication skills. The significant improvement after the implementation of the task-based strategy using simulations is then linked to findings from other studies that support the effectiveness of similar interventions in enhancing communicative competence. The discussion also emphasizes the importance of tailoring instruction to students' learning styles to optimize learning outcomes.

Keywords

Fluency, oral communication, language structures, task-based speaking strategy, simulations, communicative competence, task-based learning, 21st-century skills, K to 12 curriculum.

Frequently Asked Questions: A Study on Improving Oral Communication Skills Through Task-Based Learning

What is the main focus of this study?

This study investigates the effectiveness of a task-based learning strategy, specifically using simulations, in improving the oral communication skills of Grade 11 General Academic Strand (GAS) students. It compares student performance before and after implementing this strategy.

What are the key objectives of the research?

The study aims to determine the effectiveness of task-based learning strategies in improving oral communication; assess the impact of simulations as a task-based strategy; compare student performance before and after the intervention; explore the relationship between task-based learning and communicative competence; and identify suitable instructional formats to enhance student learning styles.

What methodology was used in this study?

A quasi-experimental design was employed. The participants were Grade 11 GAS students. A 60-item multiple-choice teacher-made test assessed oral communication skills before and after the intervention. Statistical analyses, including mean and t-test, were used to analyze the data.

What were the key findings of the study?

The study revealed a significant improvement in student performance after the implementation of the task-based strategy using simulations. Initial assessments showed varied performance, with a substantial number performing poorly. Post-tests demonstrated a vast majority achieving outstanding results, indicating the effectiveness of the intervention.

How does the study contribute to existing literature?

The study's findings support existing research highlighting the need for effective intervention strategies to improve oral communication skills. The significant improvement observed after the intervention aligns with studies showcasing the benefits of similar task-based learning approaches in enhancing communicative competence. The study also emphasizes the importance of considering students' learning styles when designing instruction.

What are the key themes explored in this study?

Key themes include the effectiveness of task-based learning, the impact of simulations on student performance, the improvement of oral communication skills, the relationship between task-based learning and communicative competence, and the importance of tailoring instruction to different learning styles.

What are the key chapters in this study?

The study is organized into chapters covering the Abstract, Introduction, Method (including Research Design, Participants, Instrumentation, and Data Analysis), Results (comparing pre- and post-intervention performance), and Discussion (analyzing the results in relation to existing literature).

What keywords best describe this study?