IMPROVING BUSINESS STUDENTS’ SPEAKING SKILL THROUGH TASK-BASED INSTRUCTION IN MOROCCAN EFL CLASSROOM

Fatima Zahra El Arbaoui

Abstract


The field of language teaching and learning is steadily moving toward task-based language teaching (TBLT), which uses tasks to manage classroom instruction and requires students to use their prior linguistic assets to understand and practice the target language while carrying out the tasks. However, there are few facts concerning how students and teachers perceive the tasks they actually use in higher education. This study investigates how students and teachers view task-based language instruction and its role in improving business students’ speaking skills. The data for the study were collected through questionnaires from a total of 234 learners and 14 teachers. The results show favorable perceptions and attitudes of students as well as teachers towards (TBLT). Consequently, it is recommended to adopt a task-based approachover a long period of time and in a very suitable manner while considering the abilities of various students in a particular classroom.

 

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business students, perceptions, speaking skill, task-based approach

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i8.4928

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