Universal Journal of Educational Research Vol. 7(6), pp. 1363 - 1375
DOI: 10.13189/ujer.2019.070604
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The Effects of Task-based Approach on Speaking Anxiety among ESL Low Proficiency Diploma Students


Viji Ramamuruthy *
Universiti Tunku Abdul Rahman, Malaysia

ABSTRACT

The objectives of this study are to determine the presence of speaking anxiety among ESL learners, to investigate the relationship between language anxiety and speaking skills and to determine the effect of task-based approach on learners' speaking anxiety. This quasi-experimental investigation was done on a total of 30 ESL low proficient diploma learners, who were in the age range of 18 to 24. These purposive samples were given questionnaire to support the first research question as it tests the presence of speaking anxiety. This questionnaire is framed as per the model of Foreign Language Classroom Anxiety Scale (FLCAS) which was designed by Horwitz et al. (1986). The pre-test and post-test, which were adapted from IELTS speaking test examples, were used to determine the effect of task-based approach. Task sheets containing pictures related to automobile, routine, events and processes were prepared by the researcher to conduct the seven weeks of programme. The findings revealed that anxiety exists among the learners in terms of communication apprehension, English language class anxiety and fear of negative evaluation. The more anxious the learners became, the lower the grades were achieved. The use of task-based approach throughout the intervention has given positive effect on the grades achieved in the post-test.

KEYWORDS
Task-based Approach, Speaking Anxiety, ESL Low Proficiency Learners

Cite this paper
Viji Ramamuruthy . "The Effects of Task-based Approach on Speaking Anxiety among ESL Low Proficiency Diploma Students." Universal Journal of Educational Research 7.6 (2019) 1363 - 1375. doi: 10.13189/ujer.2019.070604.