Vol. 12/ Núm. 3 2025 pág. 2170
https://doi.org/10.69639/arandu.v12i3.1451
Task-Based Activities to Improve Speaking Skills in A2 EFL
Learners
Actividades Basadas en Tareas para mejorar la expresión oral en estudiantes de Inglés
como Lengua Extranjera (EFL) con Nivel A2
Steven Paúl Paredes Carrasco
spparedesc@ube.edu.ec
https://orcid.org/0009-0003-6024-2466
Universidad Bolivariana del Ecuador
Ecuador – Durán
Johnny Segundo Campoverde López
jscampoverdel@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Ecuador – Durán
Josue Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador – Durán
Artículo recibido: 18 julio 2025 - Aceptado para publicación: 28 agosto 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
Ecuador, a plurilingual and multilingual country highly influenced by globalization, seeks to
strengthen English language skills. This study aims to explore the effectiveness of implementing
task-based activities to develop oral skills in A2 learners of English as a foreign language. A total
of 30 teenage students from Unidad Educativa Particular Raúl González Astudillo-La Providencia
were administered a 4-week treatment, during which they developed specific tasks, such as role-
plays, debates, discussions, and presentations that predominantly involved oral communication in
an individual and collaborative manner. Moreover, the literature review of this article consisted
of the most prominent authors whose results are aligned and contrasted with the current reality of
the country, as well as their publication dates between 2010 and 2025. To achieve the objective,
this study was quantitative in nature with a quasi-experimental and action research design to
collect data from two groups, A and B. Group A was exposed to the treatment, and subsequently,
conclusions were drawn that may suggest modifications to the teacher-researcher's teaching
methodologies. To measure results and students' perceptions, instruments such as a pre-test and
post-test with a rubric, as well as a survey with a Likert scale, were implemented successfully.
Therefore, motivation, interaction, and fluency rates increased when students in the controlled
Vol. 12/ Núm. 3 2025 pág. 2171
sample were exposed to task-based activities, in contrast to those in group B, who did not receive
the treatment.
Keywords: task-based activities, speaking skills, A2 learners
RESUMEN
Ecuador, un país plurilingüe y multilingüe altamente influenciado por la globalización, busca
fortalecer las habilidades en el idioma inglés. Este estudio pretende explorar la efectividad de la
implementación de actividades basadas en tareas para desarrollar habilidades orales en
estudiantes A2 de inglés como Lengua Extranjera. A un total de 30 estudiantes adolescentes de la
Unidad Educativa Particular Raúl González Astudillo-La Providencia se les administró un
tratamiento de 4 semanas, durante las cuales desarrollaron tareas específicas, tales como juegos
de roles, debates, discusiones y presentaciones que involucraron predominantemente la
comunicación oral de manera individual y colaborativa. Además, la revisión bibliográfica de este
artículo consistió en los autores más destacados cuyos resultados se alinean y contrastan con la
realidad actual del país, así como su fecha de publicación entre 2010 y 2025. Para lograr el
objetivo, este estudio fue de naturaleza cuantitativa con un diseño cuasiexperimental y de
investigación-acción para recolectar datos de dos grupos, A y B. El grupo A fue expuesto al
tratamiento, y posteriormente, se extrajeron conclusiones que pueden sugerir modificaciones a las
metodologías de enseñanza del docente-investigador. Para medir los resultados y las percepciones
de los alumnos, se aplicaron con éxito instrumentos como un pretest y un post-test con una
rúbrica, así como una encuesta con una escala de Likert. Por lo tanto, los índices de motivación,
interacción y fluidez aumentaron cuando los alumnos de la muestra controlada fueron expuestos
a actividades basadas en tareas, en contraste con el grupo B, que no experimentó el tratamiento.
Palabras clave: actividades basadas en tareas, habilidades orales, aprendices A2
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
sample were exposed to task-based activities, in contrast to those in group B, who did not receive
the treatment.
Keywords: task-based activities, speaking skills, A2 learners
RESUMEN
Ecuador, un país plurilingüe y multilingüe altamente influenciado por la globalización, busca
fortalecer las habilidades en el idioma inglés. Este estudio pretende explorar la efectividad de la
implementación de actividades basadas en tareas para desarrollar habilidades orales en
estudiantes A2 de inglés como Lengua Extranjera. A un total de 30 estudiantes adolescentes de la
Unidad Educativa Particular Raúl González Astudillo-La Providencia se les administró un
tratamiento de 4 semanas, durante las cuales desarrollaron tareas específicas, tales como juegos
de roles, debates, discusiones y presentaciones que involucraron predominantemente la
comunicación oral de manera individual y colaborativa. Además, la revisión bibliográfica de este
artículo consistió en los autores más destacados cuyos resultados se alinean y contrastan con la
realidad actual del país, así como su fecha de publicación entre 2010 y 2025. Para lograr el
objetivo, este estudio fue de naturaleza cuantitativa con un diseño cuasiexperimental y de
investigación-acción para recolectar datos de dos grupos, A y B. El grupo A fue expuesto al
tratamiento, y posteriormente, se extrajeron conclusiones que pueden sugerir modificaciones a las
metodologías de enseñanza del docente-investigador. Para medir los resultados y las percepciones
de los alumnos, se aplicaron con éxito instrumentos como un pretest y un post-test con una
rúbrica, así como una encuesta con una escala de Likert. Por lo tanto, los índices de motivación,
interacción y fluidez aumentaron cuando los alumnos de la muestra controlada fueron expuestos
a actividades basadas en tareas, en contraste con el grupo B, que no experimentó el tratamiento.
Palabras clave: actividades basadas en tareas, habilidades orales, aprendices A2
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 3 2025 pág. 2172
INTRODUCTION
The ongoing development of language teaching and learning methodologies is encouraging
the update of new trends that respond to the needs of today's learners (Muxtor, 2025). Nowadays,
countries where English is not the mother tongue seek to strengthen their skills by implementing
more hours in the school system or by sending children to language schools at a young age to gain
exposure to the foreign language and develop an interest and sense of ownership in learning it.
This research aims to demonstrate how Task-Based Language teaching can influence students'
outcomes (Gortaire Díaz et al., 2023).
Chunlui and Guangsheng (2025), in a study conducted in Indonesia, argue that the Task-
Based Language Teaching approach significantly promotes the development of communicative
competences. Therefore, task-based activities increase learners' opportunities to discuss and
negotiate meanings toward task completion, allowing them to maximize the use of spoken
language. Zulfikar (2023) agrees on their effectiveness in oral communication, but also in
listening and vocabulary acquisition due to their communicative approach. Additionally, the use
of real tasks consistently motivates learners and reduces anxiety levels and fear of making
mistakes when working collaboratively. However, both authors agree that there are limitations
due to contextual factors such as socio-cultural, institutional, and technological influences, as well
as student motivation and teacher preparation and support, which can impact success.
On the other hand, Padilla (2022), in a study developed with students and teachers from the
CEC-EPN in Quito, found that 50% of the instructors were not familiar with the Task-Based
Language Teaching method and consequently, they were unaware of benefits such as
strengthening oral production, leadership, teamwork, analytical thinking, and problem-solving.
However, as part of their teaching methods, they did implement role-plays or photo descriptions,
which produced positive results in oral production.
Based on the previous findings, the researcher determines that the main objective of this
study was to explore the effectiveness of implementing task-based activities in enhancing
speaking skills among A2 EFL Learners, and the specific objectives were: 1. To analyze how
task-based activities influence the development of fluency, pronunciation, and interactive skills
among A2 EFL learners. 2. To evaluate students’ perceptions of speaking confidence and
engagement after participating in task-based activities. Also, to guide the research process, the
following research questions were established: 1. What is the impact of using Task-Based
Activities on oral communication? 2. How do Task-Based Activities influence the development
of communicative skills such as fluency, pronunciation, and interaction among A2 learners? 3.
What are the students’ perceptions of speaking confidence and engagement when using Task-
Based activities?
INTRODUCTION
The ongoing development of language teaching and learning methodologies is encouraging
the update of new trends that respond to the needs of today's learners (Muxtor, 2025). Nowadays,
countries where English is not the mother tongue seek to strengthen their skills by implementing
more hours in the school system or by sending children to language schools at a young age to gain
exposure to the foreign language and develop an interest and sense of ownership in learning it.
This research aims to demonstrate how Task-Based Language teaching can influence students'
outcomes (Gortaire Díaz et al., 2023).
Chunlui and Guangsheng (2025), in a study conducted in Indonesia, argue that the Task-
Based Language Teaching approach significantly promotes the development of communicative
competences. Therefore, task-based activities increase learners' opportunities to discuss and
negotiate meanings toward task completion, allowing them to maximize the use of spoken
language. Zulfikar (2023) agrees on their effectiveness in oral communication, but also in
listening and vocabulary acquisition due to their communicative approach. Additionally, the use
of real tasks consistently motivates learners and reduces anxiety levels and fear of making
mistakes when working collaboratively. However, both authors agree that there are limitations
due to contextual factors such as socio-cultural, institutional, and technological influences, as well
as student motivation and teacher preparation and support, which can impact success.
On the other hand, Padilla (2022), in a study developed with students and teachers from the
CEC-EPN in Quito, found that 50% of the instructors were not familiar with the Task-Based
Language Teaching method and consequently, they were unaware of benefits such as
strengthening oral production, leadership, teamwork, analytical thinking, and problem-solving.
However, as part of their teaching methods, they did implement role-plays or photo descriptions,
which produced positive results in oral production.
Based on the previous findings, the researcher determines that the main objective of this
study was to explore the effectiveness of implementing task-based activities in enhancing
speaking skills among A2 EFL Learners, and the specific objectives were: 1. To analyze how
task-based activities influence the development of fluency, pronunciation, and interactive skills
among A2 EFL learners. 2. To evaluate students’ perceptions of speaking confidence and
engagement after participating in task-based activities. Also, to guide the research process, the
following research questions were established: 1. What is the impact of using Task-Based
Activities on oral communication? 2. How do Task-Based Activities influence the development
of communicative skills such as fluency, pronunciation, and interaction among A2 learners? 3.
What are the students’ perceptions of speaking confidence and engagement when using Task-
Based activities?
Vol. 12/ Núm. 3 2025 pág. 2173
Task-Based Language Teaching (TBLT) aims to enrich the language learning experience
through meaningful activities that encourage spontaneous communication and peer-to-peer
interaction. In other words, students can achieve language proficiency when they engage in
practical tasks that promote their confidence and communicative competencies in English rather
than using an instructed process (Mohammad Azizifard, 2024). Besides, Ellis (2006), as cited in
Mohammad (2024), claimed that TBL encourages the acquisition of grammar and vocabulary
through practical activities that foster the use of the language in situations that are likely to be
encountered outside of the classroom.
Furthermore, speaking is one of the four skills (reading, writing, listening, and speaking),
and it is one of the most difficult skills to master when learning a foreign language (Albino, 2017).
Hussain (2017) claims that listening and speaking are fundamental skills that children need for
language acquisition, as they have a natural opportunity for listening and speaking in their
surroundings before learning grammatical structures. Therefore, speaking skills could be learned
through dialogue, role-play, among others.
The context where the research study will take place is within a private school named
Unidad Educativa Particular Raul Gonzalez Astudillo-La Providencia, which belongs to the
Dirección Distrital de Educación 23D02 in Santo Domingo. Besides, this is a private catholic
institution where students work for 8 hours a week in the subject of English. This institution is
located on Puerto Ila Street and Chone Avenue in an urban area of the city. The institution has
technological resources such as computers, projectors, and speakers in each classroom, and most
of the students enrolled in the institution belong to a quite high social stratum.
However, communication skills are deficient when using the language or being exposed to
express themselves orally. These students have been learning English from preschool till the Third
Bachelor's degree. The interaction during this study was face-to-face since the students attend the
institution regularly from Monday to Friday and have two hours a day for 4 days. It is also an
institution that seeks to become bilingual within the next few years.
The main beneficiaries of this study will be 95 students aged 13-15 years old who are
enrolled in the 9th grade of EGB Superior in a private educational institution and study A2 content
according to the CEFR. Furthermore, they are students who present difficulties in speaking skills
due to fear of making mistakes, low levels of motivation and participation, and limited exposure
to the language. However, they possess good grammatical skills and technological resources that
enhance the learning process.
Before starting the data collection process, it was important to consider ethics prior to
developing this study. Since this study was implemented within a private educational institution
to achieve bilingualism, a formal request was made for authorization to conduct the study, aiming
to obtain real-world results from the school that could inform the school's teaching process.
Furthermore, once approved by the principal's office, students were informed about the
Task-Based Language Teaching (TBLT) aims to enrich the language learning experience
through meaningful activities that encourage spontaneous communication and peer-to-peer
interaction. In other words, students can achieve language proficiency when they engage in
practical tasks that promote their confidence and communicative competencies in English rather
than using an instructed process (Mohammad Azizifard, 2024). Besides, Ellis (2006), as cited in
Mohammad (2024), claimed that TBL encourages the acquisition of grammar and vocabulary
through practical activities that foster the use of the language in situations that are likely to be
encountered outside of the classroom.
Furthermore, speaking is one of the four skills (reading, writing, listening, and speaking),
and it is one of the most difficult skills to master when learning a foreign language (Albino, 2017).
Hussain (2017) claims that listening and speaking are fundamental skills that children need for
language acquisition, as they have a natural opportunity for listening and speaking in their
surroundings before learning grammatical structures. Therefore, speaking skills could be learned
through dialogue, role-play, among others.
The context where the research study will take place is within a private school named
Unidad Educativa Particular Raul Gonzalez Astudillo-La Providencia, which belongs to the
Dirección Distrital de Educación 23D02 in Santo Domingo. Besides, this is a private catholic
institution where students work for 8 hours a week in the subject of English. This institution is
located on Puerto Ila Street and Chone Avenue in an urban area of the city. The institution has
technological resources such as computers, projectors, and speakers in each classroom, and most
of the students enrolled in the institution belong to a quite high social stratum.
However, communication skills are deficient when using the language or being exposed to
express themselves orally. These students have been learning English from preschool till the Third
Bachelor's degree. The interaction during this study was face-to-face since the students attend the
institution regularly from Monday to Friday and have two hours a day for 4 days. It is also an
institution that seeks to become bilingual within the next few years.
The main beneficiaries of this study will be 95 students aged 13-15 years old who are
enrolled in the 9th grade of EGB Superior in a private educational institution and study A2 content
according to the CEFR. Furthermore, they are students who present difficulties in speaking skills
due to fear of making mistakes, low levels of motivation and participation, and limited exposure
to the language. However, they possess good grammatical skills and technological resources that
enhance the learning process.
Before starting the data collection process, it was important to consider ethics prior to
developing this study. Since this study was implemented within a private educational institution
to achieve bilingualism, a formal request was made for authorization to conduct the study, aiming
to obtain real-world results from the school that could inform the school's teaching process.
Furthermore, once approved by the principal's office, students were informed about the
Vol. 12/ Núm. 3 2025 pág. 2174
confidentiality and privacy requirements to protect the integrity of each participant. Participants
were informed of their voluntary participation in the study, and they could withdraw at any time
if necessary. However, since they were minors, their legal guardians' authorization was required,
and they signed the informed consent form about everything involved in this study.
MATERIALS AND METHODS
This study adopts a quantitative research paradigm as a means of exploring the
effectiveness of the implementation of task-based activities in improving speaking skills among
A2 EFL learners. Quantitative research is particularly appropriate because it seeks to measure the
effectiveness of specific interventions through numerical data, which allows the researcher to
draw objective conclusions (Alzahrani, 2017). In this project, the focus will be on the collection
and analysis of numerical data to determine the impact of task-based activities on students' oral
proficiency. As Safari and Rashidi (2015) cite, quantitative approaches allow researchers to
identify patterns and causal relationships that are not possible to observe by qualitative means.
This provides the basis for generating statistically valid evidence to inform language teaching
practices.
Besides, Action Research (AR) and quasi-experimental approaches helped to guide the
research process. This study involved a dual role as both a researcher and a teacher in the
classroom, where the proposed treatment was implemented to obtain firsthand results that would
guide the teacher's teaching experiences. Burns (2010) argues that many teachers have neglected
AR due to its lack of recognition; however, this type of study allows researchers to start with what
is known as ‘reflection-to-action’. In this way, all the findings enabled the teacher/researcher to
evidence and make decisions after having followed the AR cyclical process to strengthen the
learners' communication skills. Furthermore, the implementation of tasks such as role-plays,
debates, and oral presentations provides participants with the opportunity to minimize the Teacher
Talking Time (TTT) dilemma, allowing students to take control of their learning.
The research was quasi-experimental because, during the implementation of the treatment,
there were two groups called group A and group B. One group was tested with task-based
activities to evaluate the effectiveness of their implementation and to foster a communicative
environment that involved task solving, critical thinking, and negotiation of meaning. Throughout
the treatment, both groups, A and B, participated in task-based activities to assess effectiveness
and promote a communicative setting focused on problem-solving, critical thinking, and meaning
negotiation.
In addition, the target group will take a pre-test and post-test with a rubric to measure the
learners' communicative competence before and after a four-week treatment, when participants
engaged in activities such as ordering food at a restaurant, talking about a recent holiday, asking
confidentiality and privacy requirements to protect the integrity of each participant. Participants
were informed of their voluntary participation in the study, and they could withdraw at any time
if necessary. However, since they were minors, their legal guardians' authorization was required,
and they signed the informed consent form about everything involved in this study.
MATERIALS AND METHODS
This study adopts a quantitative research paradigm as a means of exploring the
effectiveness of the implementation of task-based activities in improving speaking skills among
A2 EFL learners. Quantitative research is particularly appropriate because it seeks to measure the
effectiveness of specific interventions through numerical data, which allows the researcher to
draw objective conclusions (Alzahrani, 2017). In this project, the focus will be on the collection
and analysis of numerical data to determine the impact of task-based activities on students' oral
proficiency. As Safari and Rashidi (2015) cite, quantitative approaches allow researchers to
identify patterns and causal relationships that are not possible to observe by qualitative means.
This provides the basis for generating statistically valid evidence to inform language teaching
practices.
Besides, Action Research (AR) and quasi-experimental approaches helped to guide the
research process. This study involved a dual role as both a researcher and a teacher in the
classroom, where the proposed treatment was implemented to obtain firsthand results that would
guide the teacher's teaching experiences. Burns (2010) argues that many teachers have neglected
AR due to its lack of recognition; however, this type of study allows researchers to start with what
is known as ‘reflection-to-action’. In this way, all the findings enabled the teacher/researcher to
evidence and make decisions after having followed the AR cyclical process to strengthen the
learners' communication skills. Furthermore, the implementation of tasks such as role-plays,
debates, and oral presentations provides participants with the opportunity to minimize the Teacher
Talking Time (TTT) dilemma, allowing students to take control of their learning.
The research was quasi-experimental because, during the implementation of the treatment,
there were two groups called group A and group B. One group was tested with task-based
activities to evaluate the effectiveness of their implementation and to foster a communicative
environment that involved task solving, critical thinking, and negotiation of meaning. Throughout
the treatment, both groups, A and B, participated in task-based activities to assess effectiveness
and promote a communicative setting focused on problem-solving, critical thinking, and meaning
negotiation.
In addition, the target group will take a pre-test and post-test with a rubric to measure the
learners' communicative competence before and after a four-week treatment, when participants
engaged in activities such as ordering food at a restaurant, talking about a recent holiday, asking
Vol. 12/ Núm. 3 2025 pág. 2175
for and giving directions, which are intended to establish a causal relationship to draw conclusions
and results that emerged in a natural educational setting rather than a laboratory.
Additionally, population, sample, and sampling represent the purpose and scope of the
study. According to Shukla (2020), the population is a set of units that share similar characteristics
associated with the object of study and may benefit from the research results. The sample is a
subset of the population that allows one to participate in the “experiment” or the implementation
of instruments on what is intended to be studied, to obtain results that can be generalized to the
entire population under study. The population of this study comprises 95 students legally enrolled
in the 2025-2026 school year at the Unidad Educativa Particular Raúl González Astudillo-La
Providencia, in Santo Domingo, who are in the 9th grade of General Basic Education and whose
English level is A2 according to the Common European Framework of Reference for Languages
(CEFR) (Council of Europe, 2020).
The sample was selected through a non-probabilistic sampling to identify representative
samples of the population that share similar characteristics favorable for the implementation of
this study. In addition, 30 participants from class B were selected under the following criteria to
administer the four-week treatment: 1) They all attend the same classroom. 2) Their learning
process involves A2-level resources. 3) Their teacher is the researcher of the study. 4) Their age
range comprises 12-14 years old. 5) The students have 8 hours of English per week. 6) Authorities
and parents provide the necessary consent for the study.
Table 1
Sample Population
Participants Sample Population Percentage
Women 22 73.33 %
Men 8 26.67 %
Total 30 100%
Note: This chart shows the number of students enrolled in the 9th EGB “B” class who took part in this study
This study had primarily a descriptive analysis to measure the extent to which Task-Based
Activities were implemented and their effectiveness in developing communication skills among
A2-level EFL learners at Unidad Educativa Particular Raúl González Astudillo-La Providencia
in Santo Domingo de los Tsáchilas. The descriptive aspect helped measure the existing levels of
motivation, participation, and interaction throughout the implementation of tasks such as role-
plays, discussions, debates, and oral presentations, which represented considerable improvement
towards the development of students’ communicative competences. Moreover, this was a
quantitative and quasi-experimental study that aimed to explore the effectiveness of task-based
activities in enhancing speaking skills in A2 EFL learners.
Furthermore, the data collection instruments that were most closely aligned with the
general and specific objectives of this study were a pre-test and post-test with a rubric, and a
for and giving directions, which are intended to establish a causal relationship to draw conclusions
and results that emerged in a natural educational setting rather than a laboratory.
Additionally, population, sample, and sampling represent the purpose and scope of the
study. According to Shukla (2020), the population is a set of units that share similar characteristics
associated with the object of study and may benefit from the research results. The sample is a
subset of the population that allows one to participate in the “experiment” or the implementation
of instruments on what is intended to be studied, to obtain results that can be generalized to the
entire population under study. The population of this study comprises 95 students legally enrolled
in the 2025-2026 school year at the Unidad Educativa Particular Raúl González Astudillo-La
Providencia, in Santo Domingo, who are in the 9th grade of General Basic Education and whose
English level is A2 according to the Common European Framework of Reference for Languages
(CEFR) (Council of Europe, 2020).
The sample was selected through a non-probabilistic sampling to identify representative
samples of the population that share similar characteristics favorable for the implementation of
this study. In addition, 30 participants from class B were selected under the following criteria to
administer the four-week treatment: 1) They all attend the same classroom. 2) Their learning
process involves A2-level resources. 3) Their teacher is the researcher of the study. 4) Their age
range comprises 12-14 years old. 5) The students have 8 hours of English per week. 6) Authorities
and parents provide the necessary consent for the study.
Table 1
Sample Population
Participants Sample Population Percentage
Women 22 73.33 %
Men 8 26.67 %
Total 30 100%
Note: This chart shows the number of students enrolled in the 9th EGB “B” class who took part in this study
This study had primarily a descriptive analysis to measure the extent to which Task-Based
Activities were implemented and their effectiveness in developing communication skills among
A2-level EFL learners at Unidad Educativa Particular Raúl González Astudillo-La Providencia
in Santo Domingo de los Tsáchilas. The descriptive aspect helped measure the existing levels of
motivation, participation, and interaction throughout the implementation of tasks such as role-
plays, discussions, debates, and oral presentations, which represented considerable improvement
towards the development of students’ communicative competences. Moreover, this was a
quantitative and quasi-experimental study that aimed to explore the effectiveness of task-based
activities in enhancing speaking skills in A2 EFL learners.
Furthermore, the data collection instruments that were most closely aligned with the
general and specific objectives of this study were a pre-test and post-test with a rubric, and a
Vol. 12/ Núm. 3 2025 pág. 2176
survey with a Likert scale. They seek to explore the effectiveness of using task-based activities to
promote speaking skills among A2 level learners at the Unidad Educativa Particular Raúl
González Astudillo-La Providencia, in Santo Domingo.
Budert-Waltz (2023) expresses that a Pre-Test is an assessment measure used by a
researcher before the treatment is applied to solve the problems under study, and a Post-Test is
an assessment measure applied after the treatment. They are both part of an experimental design
with a quasi-experimental approach that enables a cause-and-effect relationship. In other words,
the instruments (See Annex A) were applied in a controlled setting, which means that a selected
group underwent the four-week treatment during which they experienced individual and group
activities that fostered communicative skills to solve tasks such as role-playing, debates,
discussions, or mini-presentations.
On the one hand, during the pretest stage, the students presented information about a
recent holiday they had taken and dramatized in groups of four, ordering food in a restaurant,
which allowed them to demonstrate the levels of motivation, interaction, fluency, and vocabulary
use through a 20-point rubric (See Annex B). On the other hand, during the post-test stage, they
engaged in more demanding tasks, for example, a debating session, giving and asking for
directions, and conversing about their hobbies. Both instruments made it possible to compare the
progress of students in groups A and B who were not subjected to the treatment.
Moreover, a survey (See Annex C) was carried out among 30 students to gather their
perceptions after taking part in the study. The activities were included in the unit planning, which
was elaborated for the first trimester; in this way, they were subjected to these activities, like any
other activity usually carried out in the classroom. In addition, the Likert scale allowed students
to select the appropriate option from 1 (Strongly Disagree) to 5 (Strongly Agree), based on their
perceptions and experiences of engaging in task-based activities. Moreover, the survey had 10
questions, 5 for the dependent variable and 5 for the independent variable.
This primarily quantitative study was carried out in five stages. In the first stage, the
teacher administered a pre-test to gather initial data to guide the research process. During the
second stage, the teacher or researcher used task-based activities such as role-plays, debates, oral
presentations, and discussions over four weeks, dedicating two class periods entirely to
developing verbal skills. In the third stage, a post-test with a rubric was given to assess criteria
such as fluency, pronunciation, interaction level, motivation, and participation, evaluating the
results of the treatment applied in the study. In the fourth stage, a Likert scale survey was
conducted to analyze students' perceptions of their exposure to this type of activity. Finally, in the
fifth stage, the quantitative data from the collection instruments was evaluated, analyzed, and
compared to produce accurate results of this intervention.
survey with a Likert scale. They seek to explore the effectiveness of using task-based activities to
promote speaking skills among A2 level learners at the Unidad Educativa Particular Raúl
González Astudillo-La Providencia, in Santo Domingo.
Budert-Waltz (2023) expresses that a Pre-Test is an assessment measure used by a
researcher before the treatment is applied to solve the problems under study, and a Post-Test is
an assessment measure applied after the treatment. They are both part of an experimental design
with a quasi-experimental approach that enables a cause-and-effect relationship. In other words,
the instruments (See Annex A) were applied in a controlled setting, which means that a selected
group underwent the four-week treatment during which they experienced individual and group
activities that fostered communicative skills to solve tasks such as role-playing, debates,
discussions, or mini-presentations.
On the one hand, during the pretest stage, the students presented information about a
recent holiday they had taken and dramatized in groups of four, ordering food in a restaurant,
which allowed them to demonstrate the levels of motivation, interaction, fluency, and vocabulary
use through a 20-point rubric (See Annex B). On the other hand, during the post-test stage, they
engaged in more demanding tasks, for example, a debating session, giving and asking for
directions, and conversing about their hobbies. Both instruments made it possible to compare the
progress of students in groups A and B who were not subjected to the treatment.
Moreover, a survey (See Annex C) was carried out among 30 students to gather their
perceptions after taking part in the study. The activities were included in the unit planning, which
was elaborated for the first trimester; in this way, they were subjected to these activities, like any
other activity usually carried out in the classroom. In addition, the Likert scale allowed students
to select the appropriate option from 1 (Strongly Disagree) to 5 (Strongly Agree), based on their
perceptions and experiences of engaging in task-based activities. Moreover, the survey had 10
questions, 5 for the dependent variable and 5 for the independent variable.
This primarily quantitative study was carried out in five stages. In the first stage, the
teacher administered a pre-test to gather initial data to guide the research process. During the
second stage, the teacher or researcher used task-based activities such as role-plays, debates, oral
presentations, and discussions over four weeks, dedicating two class periods entirely to
developing verbal skills. In the third stage, a post-test with a rubric was given to assess criteria
such as fluency, pronunciation, interaction level, motivation, and participation, evaluating the
results of the treatment applied in the study. In the fourth stage, a Likert scale survey was
conducted to analyze students' perceptions of their exposure to this type of activity. Finally, in the
fifth stage, the quantitative data from the collection instruments was evaluated, analyzed, and
compared to produce accurate results of this intervention.
Vol. 12/ Núm. 3 2025 pág. 2177
RESULTS AND DISCUSSION
The main objective of this study was to explore the effectiveness of Task-Based Activities
in enhancing communication skills among A2 EFL learners within a particular institution located
in Santo Domingo. To measure this study, a treatment was administered involving mainly oral
tasks, which were assessed using a 20-point rubric. In addition, to understand the students'
perceptions, 30 pupils from the control group voluntarily responded to a survey, which revealed
the results of the treatment.
The following table shows a summary of the types of tasks performed with students
during the treatment weeks (SEE ANNEX A and Table 2).
Table 2
Task-Based Activities
Week Type of activity Communicative focus Main Speaking objective
1 Role-play: ordering food Group interaction
simulating a restaurant
Fluency and functional
language
2 Discussion: recent
vacations
Sharing personal
experiences
Coherence and use of
grammar tenses
3 Debate: school-related
topics
Turn-taking and
expressing opinions
Argumentation and
pronunciation
4 Presentation: favorite
hobbies and sports
Teamwork and oral
presentation
Confidence and speech
control
Note: This chart displays the activities performed throughout the entire treatment period
During these four weeks of treatment, activities such as role-playing, debates, discussions,
and oral presentations were used to expose students to language in real communicative settings.
This encouraged them to work hard and improve their verbal skills, while also promoting
teamwork and pair work to start conversations, discussions, and other activities. These activities
were implemented over the four weeks to compare the results from the pre-test and post-test. The
results are shown in the chart below.
Table 3
Pre-test and Post-test comparison
Criterion Pre-Test Average Post-Test Average Improvement
Fluency 9.5 14.8 +5.3
Pronunciation 10.2 15.1 +4.9
Interaction 8.7 14.5 +5.8
Confidence 8.0 13.2 +5.2
Overall 9.1 14.4 +5.3
Note: This chart displays the average scores obtained before and after treatment, along with those of the control group
RESULTS AND DISCUSSION
The main objective of this study was to explore the effectiveness of Task-Based Activities
in enhancing communication skills among A2 EFL learners within a particular institution located
in Santo Domingo. To measure this study, a treatment was administered involving mainly oral
tasks, which were assessed using a 20-point rubric. In addition, to understand the students'
perceptions, 30 pupils from the control group voluntarily responded to a survey, which revealed
the results of the treatment.
The following table shows a summary of the types of tasks performed with students
during the treatment weeks (SEE ANNEX A and Table 2).
Table 2
Task-Based Activities
Week Type of activity Communicative focus Main Speaking objective
1 Role-play: ordering food Group interaction
simulating a restaurant
Fluency and functional
language
2 Discussion: recent
vacations
Sharing personal
experiences
Coherence and use of
grammar tenses
3 Debate: school-related
topics
Turn-taking and
expressing opinions
Argumentation and
pronunciation
4 Presentation: favorite
hobbies and sports
Teamwork and oral
presentation
Confidence and speech
control
Note: This chart displays the activities performed throughout the entire treatment period
During these four weeks of treatment, activities such as role-playing, debates, discussions,
and oral presentations were used to expose students to language in real communicative settings.
This encouraged them to work hard and improve their verbal skills, while also promoting
teamwork and pair work to start conversations, discussions, and other activities. These activities
were implemented over the four weeks to compare the results from the pre-test and post-test. The
results are shown in the chart below.
Table 3
Pre-test and Post-test comparison
Criterion Pre-Test Average Post-Test Average Improvement
Fluency 9.5 14.8 +5.3
Pronunciation 10.2 15.1 +4.9
Interaction 8.7 14.5 +5.8
Confidence 8.0 13.2 +5.2
Overall 9.1 14.4 +5.3
Note: This chart displays the average scores obtained before and after treatment, along with those of the control group
Vol. 12/ Núm. 3 2025 pág. 2178
The comparison between the results from the pre-test and post-test showed positive and
encouraging outcomes for the researcher-teacher, as consistent practice of task-based activities
significantly boosts interaction among learners and, consequently, participation. This was one of
the most consistent findings related to speaking skills. Additionally, the control group (A) finds
it easier to engage in problem-solving or tasks that involve verbal communication, unlike group
B. Similarly, fluency levels increased from 9.5 to 14.8 because students feel motivated when
participating in meaningful and real-world speaking tasks.
On the other hand, with an average score of only +4.9 for pronunciation and +5.2 for
fluency, the students were likely focused on delivering a message rather than their pronunciation.
Since they are non-native English speakers and have A2-level study materials, not all of them can
communicate with the same fluency and accurate pronunciation. However, the objective was to
complete the assigned task and meet the requirements outlined in the grading rubric.
Aside from the results shown during the treatment weeks, a Likert scale survey provided
essential data to achieve the study objectives.
Table 4
Summary of students' perceptions after the treatment
Survey Statement Agree
(%)
Neutral
(%)
Disagree
(%)
The speaking tasks helped me improve my oral
communication abilities.
87% 10% 3%
I felt nervous when taking part in spoken tasks. 48% 30% 22%
I enjoyed participating in the speaking activities. 92% 5% 3%
The activities gave me more opportunities to interact with my
friends.
90% 7% 3%
My pronunciation improved thanks to these activities. 55% 25% 20%
I learned new vocabulary through speaking tasks. 88% 9% 3%
I would like to continue using speaking tasks in future classes. 93% 4% 3%
Note: The graph shows the average percentages for 7 of the 10 questions used to gather students' perceptions. Five
questions were aligned with the independent variable and five with the dependent variable. It was based on a Likert-
scale survey (1= Strongly Disagree, 5= Strongly Agree)
As shown in Table 4, the results yielded by the rubric show that students' perceptions
align with the results of the pre-test and post-test with a rubric. In other words, this task-based
approach motivates students to solve tasks, which are often conversations or everyday situations,
with the difference that they are carried out in English. Around 90% of the participants surveyed
said that it gave them the opportunity to interact with their peers, encouraging active participation
and the learning of useful vocabulary (Asaini et al., 2025). In summary, 93% would like to
continue with this communicative approach.
The comparison between the results from the pre-test and post-test showed positive and
encouraging outcomes for the researcher-teacher, as consistent practice of task-based activities
significantly boosts interaction among learners and, consequently, participation. This was one of
the most consistent findings related to speaking skills. Additionally, the control group (A) finds
it easier to engage in problem-solving or tasks that involve verbal communication, unlike group
B. Similarly, fluency levels increased from 9.5 to 14.8 because students feel motivated when
participating in meaningful and real-world speaking tasks.
On the other hand, with an average score of only +4.9 for pronunciation and +5.2 for
fluency, the students were likely focused on delivering a message rather than their pronunciation.
Since they are non-native English speakers and have A2-level study materials, not all of them can
communicate with the same fluency and accurate pronunciation. However, the objective was to
complete the assigned task and meet the requirements outlined in the grading rubric.
Aside from the results shown during the treatment weeks, a Likert scale survey provided
essential data to achieve the study objectives.
Table 4
Summary of students' perceptions after the treatment
Survey Statement Agree
(%)
Neutral
(%)
Disagree
(%)
The speaking tasks helped me improve my oral
communication abilities.
87% 10% 3%
I felt nervous when taking part in spoken tasks. 48% 30% 22%
I enjoyed participating in the speaking activities. 92% 5% 3%
The activities gave me more opportunities to interact with my
friends.
90% 7% 3%
My pronunciation improved thanks to these activities. 55% 25% 20%
I learned new vocabulary through speaking tasks. 88% 9% 3%
I would like to continue using speaking tasks in future classes. 93% 4% 3%
Note: The graph shows the average percentages for 7 of the 10 questions used to gather students' perceptions. Five
questions were aligned with the independent variable and five with the dependent variable. It was based on a Likert-
scale survey (1= Strongly Disagree, 5= Strongly Agree)
As shown in Table 4, the results yielded by the rubric show that students' perceptions
align with the results of the pre-test and post-test with a rubric. In other words, this task-based
approach motivates students to solve tasks, which are often conversations or everyday situations,
with the difference that they are carried out in English. Around 90% of the participants surveyed
said that it gave them the opportunity to interact with their peers, encouraging active participation
and the learning of useful vocabulary (Asaini et al., 2025). In summary, 93% would like to
continue with this communicative approach.
Vol. 12/ Núm. 3 2025 pág. 2179
CONCLUSIONS
This study focused primarily on exploring the effectiveness of implementing task-based
activities in enhancing speaking skills among A2 EFL learners. The data obtained through the
pre-test and post-test, as well as the information gathered in the survey, showed a positive impact
on the students, who demonstrated significant progress in key aspects of verbal communication.
The implementation of this treatment enabled the researcher, in the role of teacher, to apply the
method in a practical context, beyond theory. Similarly, this approach helps to highlight the reality
of Ecuadorian education from the perspective of task-based activities.
Likewise, it sought to analyze the influence of task-based activities on aspects such as
fluency, pronunciation, and interaction. The results of the pretest and posttest showed that fluency
and interaction were the components that showed the greatest improvement, as students felt more
comfortable interacting with their peers. Pronunciation also improved, although to a lesser extent,
because learners prioritized completing the task and conveying their message over focusing on
phonetic accuracy (Quilambaqui & Parra, 2023). These findings demonstrate that debates, role-
plays, and discussions encourage spontaneous language use and promote the search for words or
expressions that allow learners to communicate in real and meaningful contexts. This
improvement is aligned with Chunlui and Guangsheng's argument that this approach encourages
authentic communication and the negotiation of meaning.
On the other hand, the survey revealed that most students felt more confident when
participating in verbal activities and particularly valued collaboration with their peers, which
made the tasks more motivating. However, some showed nervousness and little progress in
pronunciation, indicating that although confidence had increased, some anxiety and challenges
remained that would take time to overcome (Nety et al., 2020). The use of vocabulary was also
positive, as it allowed it to be applied in real and meaningful contexts.
In summary, this study confirms that task-based activities are both effective and well-
regarded by students, as they promote collaborative learning. It is also a student-centered
approach. Furthermore, this study was conducted in an Ecuadorian classroom, thus providing an
opportunity to evaluate the current teaching conditions in the country. For future research, it
would be beneficial to continue applying this methodology over longer periods to measure the
long-term benefits of this approach for students.
CONCLUSIONS
This study focused primarily on exploring the effectiveness of implementing task-based
activities in enhancing speaking skills among A2 EFL learners. The data obtained through the
pre-test and post-test, as well as the information gathered in the survey, showed a positive impact
on the students, who demonstrated significant progress in key aspects of verbal communication.
The implementation of this treatment enabled the researcher, in the role of teacher, to apply the
method in a practical context, beyond theory. Similarly, this approach helps to highlight the reality
of Ecuadorian education from the perspective of task-based activities.
Likewise, it sought to analyze the influence of task-based activities on aspects such as
fluency, pronunciation, and interaction. The results of the pretest and posttest showed that fluency
and interaction were the components that showed the greatest improvement, as students felt more
comfortable interacting with their peers. Pronunciation also improved, although to a lesser extent,
because learners prioritized completing the task and conveying their message over focusing on
phonetic accuracy (Quilambaqui & Parra, 2023). These findings demonstrate that debates, role-
plays, and discussions encourage spontaneous language use and promote the search for words or
expressions that allow learners to communicate in real and meaningful contexts. This
improvement is aligned with Chunlui and Guangsheng's argument that this approach encourages
authentic communication and the negotiation of meaning.
On the other hand, the survey revealed that most students felt more confident when
participating in verbal activities and particularly valued collaboration with their peers, which
made the tasks more motivating. However, some showed nervousness and little progress in
pronunciation, indicating that although confidence had increased, some anxiety and challenges
remained that would take time to overcome (Nety et al., 2020). The use of vocabulary was also
positive, as it allowed it to be applied in real and meaningful contexts.
In summary, this study confirms that task-based activities are both effective and well-
regarded by students, as they promote collaborative learning. It is also a student-centered
approach. Furthermore, this study was conducted in an Ecuadorian classroom, thus providing an
opportunity to evaluate the current teaching conditions in the country. For future research, it
would be beneficial to continue applying this methodology over longer periods to measure the
long-term benefits of this approach for students.
Vol. 12/ Núm. 3 2025 pág. 2180
REFERENCES
Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach:
The Case of EFL Learners at PUNIV-Cazenga. SAGE Journals, 7(2). doi:
https://doi.org/10.1177/2158244017691077
Alzahrani, M. S. (2017). The Effectiveness of Task-Based Language Teaching in Developing
Speaking Skills among Saudi EFL Students. Arab World English Journal, 8(4), 102-118.
Asaini, A., Tombaba, C., & Indah Rusly, T. (2025). Self-confidence factors of EFL students in
speaking class: A case study in higher education. Klasikal: Journal of Education,
Language Teaching and Science, 7(1), 57-72. doi:10.52208/klasikal.v7i1.1263
Budert-Waltz, T. (2023, 11 21). Pretest-Posttest Design | Definition, Types & Examples.
Retrieved from Study.com.
Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for
practitioners. ESL & Applied Linguistics Professional Series.
Chunliu, X., & Guangsheng, L. (2025). The effectiveness of task-based language teaching in
improving communicative competence. International Journal of Advanced and Applied
Sciences, 12(1), 263-273.
Council of Europe. (2020). Common European Framework of Reference for Languages:
Learning, teaching, assessment – Companion volume. Retrieved from
https://www.coe.int/en/web/common-european-framework-reference-languages
Ellis, R. (2006). The methodology of task-based teaching. The Asian EFL Journal, 8(3), 19-45.
Gortaire Díaz, D., Aguilar Parra, J., Ley Leyva, N., Mora Herrera, E., & Díaz Zambrano, L.
(2023). The Impact of Task-Based Language Teaching on English as a EFL Learners'
Speaking Proficiency and Motivation. Ciencia Latina Revista Científica Multidisciplinar,
7(3), 3796-381. doi: https://doi.org/10.37811/cl_rcm.v7i3.6443
Hussain, S. (2017). Teaching Speaking Skills in Communication Classroom. International
Journal of Media, Journalism and Mass Communications (IJMJMC), 3(3), 14-21.
Mohammad Azizifard, F. (2024). The Effect of Task-based Language Teaching on Speaking
Skills. Cihan University-Erbil Journal of Humanities and Social Sciences, 3(1), 65-71.
doi:10.24086
Muxtor, G. A. (2025). Enhancing speaking skills in EFL learners through Task-Based Language
Teaching. A classroom-based study. International Journal of Artificial Intelligence, 5(6),
533-535.
Nety, N., Asti Wahyuni, B., & Nurhaeni, N. (2020). Student's self-confidence in speaking
English. English Education Journal, 8-16. doi:10.55340/e2j.v6i1.284
REFERENCES
Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach:
The Case of EFL Learners at PUNIV-Cazenga. SAGE Journals, 7(2). doi:
https://doi.org/10.1177/2158244017691077
Alzahrani, M. S. (2017). The Effectiveness of Task-Based Language Teaching in Developing
Speaking Skills among Saudi EFL Students. Arab World English Journal, 8(4), 102-118.
Asaini, A., Tombaba, C., & Indah Rusly, T. (2025). Self-confidence factors of EFL students in
speaking class: A case study in higher education. Klasikal: Journal of Education,
Language Teaching and Science, 7(1), 57-72. doi:10.52208/klasikal.v7i1.1263
Budert-Waltz, T. (2023, 11 21). Pretest-Posttest Design | Definition, Types & Examples.
Retrieved from Study.com.
Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for
practitioners. ESL & Applied Linguistics Professional Series.
Chunliu, X., & Guangsheng, L. (2025). The effectiveness of task-based language teaching in
improving communicative competence. International Journal of Advanced and Applied
Sciences, 12(1), 263-273.
Council of Europe. (2020). Common European Framework of Reference for Languages:
Learning, teaching, assessment – Companion volume. Retrieved from
https://www.coe.int/en/web/common-european-framework-reference-languages
Ellis, R. (2006). The methodology of task-based teaching. The Asian EFL Journal, 8(3), 19-45.
Gortaire Díaz, D., Aguilar Parra, J., Ley Leyva, N., Mora Herrera, E., & Díaz Zambrano, L.
(2023). The Impact of Task-Based Language Teaching on English as a EFL Learners'
Speaking Proficiency and Motivation. Ciencia Latina Revista Científica Multidisciplinar,
7(3), 3796-381. doi: https://doi.org/10.37811/cl_rcm.v7i3.6443
Hussain, S. (2017). Teaching Speaking Skills in Communication Classroom. International
Journal of Media, Journalism and Mass Communications (IJMJMC), 3(3), 14-21.
Mohammad Azizifard, F. (2024). The Effect of Task-based Language Teaching on Speaking
Skills. Cihan University-Erbil Journal of Humanities and Social Sciences, 3(1), 65-71.
doi:10.24086
Muxtor, G. A. (2025). Enhancing speaking skills in EFL learners through Task-Based Language
Teaching. A classroom-based study. International Journal of Artificial Intelligence, 5(6),
533-535.
Nety, N., Asti Wahyuni, B., & Nurhaeni, N. (2020). Student's self-confidence in speaking
English. English Education Journal, 8-16. doi:10.55340/e2j.v6i1.284
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Padilla, S. (2022). Task-Based Language Learning to Improve Speaking Skills on Intermediate
Level students at an English Institute in Quito, Ecuador. Universidad Técnica del Norte,
Quito.
Quilambaqui, D., & Parra, J. (2023). The Effectiveness of Task-Based Language Teaching in
Pronunciation Skills of Elementary Students. Runas. Journal of Education and Culture,
5(9), 1-18. doi:10.46652/runas.v5i9.151
Safari, P., & Rashidi, N. (2015). eacher Education beyond Transmission: Challenges and
Opportunities for Iranian Teachers of English. Issues in Educational Research, 25(4),
442-459.
Shukla, S. (2020). Population and Sample. How to Write a Research Paper? India: Indore.
Zulfikar. (2023). Reducing EFL Learner's Speaking Anxiety Through Selective Error Correction
and Group-Work. Journal of English Teaching Applied Linguistics and Literatures
(JETALL), 7(1), 69-88. doi:10.24235/eltecho.v7i1.10204
Padilla, S. (2022). Task-Based Language Learning to Improve Speaking Skills on Intermediate
Level students at an English Institute in Quito, Ecuador. Universidad Técnica del Norte,
Quito.
Quilambaqui, D., & Parra, J. (2023). The Effectiveness of Task-Based Language Teaching in
Pronunciation Skills of Elementary Students. Runas. Journal of Education and Culture,
5(9), 1-18. doi:10.46652/runas.v5i9.151
Safari, P., & Rashidi, N. (2015). eacher Education beyond Transmission: Challenges and
Opportunities for Iranian Teachers of English. Issues in Educational Research, 25(4),
442-459.
Shukla, S. (2020). Population and Sample. How to Write a Research Paper? India: Indore.
Zulfikar. (2023). Reducing EFL Learner's Speaking Anxiety Through Selective Error Correction
and Group-Work. Journal of English Teaching Applied Linguistics and Literatures
(JETALL), 7(1), 69-88. doi:10.24235/eltecho.v7i1.10204
Vol. 12/ Núm. 3 2025 pág. 2182
ANNEXES
Annex A
Pre-Test and Post-Test Speaking Evaluation Tasks
ANNEXES
Annex A
Pre-Test and Post-Test Speaking Evaluation Tasks
Vol. 12/ Núm. 3 2025 pág. 2183
Annex B
Rubric for Pre-Test and Post-Test Speaking Tasks
Annex B
Rubric for Pre-Test and Post-Test Speaking Tasks
Vol. 12/ Núm. 3 2025 pág. 2184
Annex C
Survey with a Likert Scale
Annex C
Survey with a Likert Scale
Vol. 12/ Núm. 3 2025 pág. 2185
Annex D
Operationalization Matrix
Annex D
Operationalization Matrix