Task-Based Approaches in ESL: Unveiling Factors for Enhanced Speaking Competence

Abstract

Effective communication in both first- and second-language contexts requires mastery of the four fundamental linguistic competencies, with speaking being the most important. In English as a Second Language (ESL) instruction, instructors frequently face the challenging task of enhancing the speaking proficiency and confidence of undergraduate students. In response, an action study employing a qualitative research framework was conducted as part of a traditional course employing a task-driven methodology. The results of the study demonstrated that a combination of self-assurance, selection of creative and engaging topics, and refined presentation skills significantly improved students' speaking abilities. These elements have been designated as crucial for enhancing speaking skills in ESL classrooms.