The Effectiveness of Technology-Integrated Task-Based Language Teaching (TBLT) in Enhancing EFL Students' Speaking Skills

Abstract

This study examined the effectiveness of technology-integrated Task-Based Language Teaching (TBLT) in enhancing the speaking skills of English as a Foreign Laguage (EFL) students in Indonesia. English teachers continue to face challenges in improving students' speaking abilities, making the integration of technology into student-centered instructional approaches such as TBLT a promising alternative. TBLT engages learners in meaningful communicative tasks while encouraging them to use language primarily for communication. Employing a quantitative approach with a single-group pre-experimental design, this study involved 30 students. The research instruments included speaking pre-tests, post-tests, assessment rubrics, and task-based activities. The results of the paired-samples t-test showed a significant improvement in students' speaking skills, with mean scores increasing from 71.94 in the pre-test to 78.38 in the post-test (t = −7.051, p < .001). Furthermore, a one-way ANOVA revealed significant differences in speaking performance among students at the advanced, intermediate, and beginner proficiency levels in both the pre-test (F = 135.216, p < .001) and the post-test (F = 76.743, p < .001). These findings indicate that technology-integrated TBLT effectively enhances EFL students' speaking skills across different proficiency levels.