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.
Table of Contents
1. Introduction
2. Method
2.1 Research Design
2.2. Participants
2.3. Instrumentation
2.4. Data Analysis
3. Results
3.1 Performance in Oral Communication in Context Before Utilization of Task-based Strategy
3.2 Performance of the Students in Oral Communication After Exposure to Task-based Strategy
3. 3 Performance of the Students in Oral Communication Before and After Exposure to Task-based Strategies
4. Discussion
3.1 Performance in Oral Communication in Context Before Utilization of Task-based Strategy
3.2 Performance of the Students in Oral Communication After Exposure to Task-based Strategy
3. 3 Performance of the Students in Oral Communication Before and After Exposure to Scaffolding Strategies
5. Conclusion
Research Objectives and Themes
This study investigates the effectiveness of a task-based instructional strategy, specifically through the use of simulations, in improving the oral communication skills of Grade 11 General Academic Strand students. The research aims to evaluate whether integrating classroom experiences with targeted speaking tasks enhances communicative competence compared to traditional instruction.
- Application of task-based learning in oral communication
- Impact of simulation-based activities on student engagement
- Assessment of communicative competence through quantitative analysis
- Analysis of student performance pre- and post-intervention
- Improvement of instructional strategies for diverse learning styles
Excerpt from the Book
Simulations give students the chance to apply theory, develop critical skills, and provide a welcome relief from the everyday tasks of reading and preparing for classes (Kanner, 2007). An additional benefit of many of these simulations is the introduction of an aspect of realism into the students’ experience. Such simulations are historically seen in the medical fields, where mock-up patients take on the signs and symptoms of a certain disease or injury and the student is asked to assess, diagnose, and/or treat the patient. Here the students must apply what they have learned to a reasonably realistic scenario. Further, there is evidence that the experiential learning that occurs in simulations promotes long-term retention of course material (Bernstein & Meizlish, 2003; Brookfield, 1990).
With regard to Oral Communication in Context teaching, simulation is a more recent strategy which aims to achieve communicative competence rather than grammatical competence. This means that performance and actual output are represented in one’s actual real life situations. Many teachers want their students to apply the book knowledge to the real world, to see how the abstract concepts and theories play out in the real world, to be able to experience real-world processes, and to become motivated to become involved in the real-world processes that are discussed in class. Through this, teachers may conclude the long-term effect of their lessons to their students.
Summary of Chapters
1. Introduction: Outlines the necessity of developing oral communication as a 21st-century skill and introduces the rationale for using simulation-based tasks to improve student performance.
2. Method: Describes the quasi-experimental research design, the selection of Grade 11 participants, and the utilization of a teacher-made multiple-choice test for data collection.
3. Results: Presents the statistical findings comparing pre-test and post-test scores, demonstrating a significant improvement in oral communication skills after the intervention.
4. Discussion: Interprets the findings in relation to existing literature on task-based strategies and confirms the positive impact of simulation on communicative competence.
5. Conclusion: Summarizes that tailored instructional formats improve learning and encourages teachers to adopt alternative, task-oriented methods to create more effective learning environments.
Keywords
fluency, oral communication, language structures, task-based speaking strategy, communicative competence, simulation, quasi-experimental, academic performance, pedagogical approach, scaffolding, classroom engagement, language teaching.
Frequently Asked Questions
What is the primary focus of this study?
The study focuses on improving the oral communication skills of Grade 11 General Academic Strand students through the implementation of a task-based strategy.
What are the core thematic fields covered in this research?
The research covers communicative competence, task-based learning, instructional strategy design, and the application of simulations in classroom settings.
What is the main objective of the research?
The objective is to determine if task-based strategies, specifically simulations, significantly improve the oral communication performance of students who previously exhibited low mean scores.
Which scientific methodology was employed?
The study used a quantitative quasi-experimental research approach, involving pre-tests and post-tests to measure the intervention's impact.
What topics are discussed in the main body of the text?
The main body discusses the theoretical background of simulation as a teaching tool, the methodology of the experiment, statistical results, and a discussion on how these findings support existing teaching theories.
Which keywords characterize this paper?
Key terms include fluency, oral communication, task-based speaking strategy, simulation, and communicative competence.
How did the student performance change after the intervention?
Performance improved significantly, with 97.2% of students achieving an outstanding rating in the post-test compared to only 8.3% in the pre-test.
Why are simulations considered effective in this context?
Simulations are effective because they provide a realistic, experiential learning environment that helps students apply theoretical knowledge, thereby improving long-term retention and communicative output.
- Arbeit zitieren
- Nora Cruz (Autor:in), 2019, Improving the oral communication skills of senior high school students through the use of task-based strategy, München, GRIN Verlag, https://www.grin.com/document/490074
