Task-Based Learning Management to Develop English Listening and Speaking Skills of Primary School Students

Abstract

             This research aimed to 1) investigate the current conditions and challenges of task-based learning management for enhancing English listening and speaking abilities among primary school students 2) develop a task-based learning management approach to improve English listening and speaking abilities among primary school students and 3) compare students’ English listening and speaking abilities before and after participating in task-based learning activities. The sample group consisted of 28 Grade 4 students from Ban Pong Noi School under the Chiang Mai Primary Educational Service Area Office 1, who were enrolled in the first semester of the 2024 academic year. The participants were selected through purposive sampling. The research instruments used for data collection included an interview form for English teachers, a student opinion questionnaire, task-based lesson plans designed to enhance English listening and speaking abilities for Grade 4 students, and an achievement test measuring the development of students’ English listening and speaking abilities. Data were analyzed using percentage, mean, standard deviation, median, score range, and content analysis.

             The findings revealed that:

             1) Teachers perceived that task-based learning effectively enhanced students’ listening and speaking skills. However, learning activities should be adapted to suit students’ age and language proficiency levels. Most students demonstrated positive attitudes toward task-based learning, reporting that it improved their language skills and created a supportive learning environment. Although some students still required assistance with more complex tasks, the use of visual materials and group activities contributed to greater learning effectiveness and increased confidence in using English.

             2)The developed task-based learning management approach was evaluated at the highest level of appropriateness (𝑥̅= 4.94, S.D. = 0.12) indicating strong alignment with task-based language teaching principles.

             3) Students’ English listening and speaking abilities after participating in the task-based learning activities were significantly higher than their abilities before instruction at the .05 level of statistical significance.