Abstract
Public sector schools in Pakistan experience difficulties in teaching English, particularly spoken skills, owing to instructors' unfamiliarity with current language teaching techniques. This research, done in Gilgit-Baltistan, investigates the use of task-based instruction (TBI) to motivate and improve the English-speaking abilities of sixth-grade pupils. Pragmatic action study consisted of three data gathering phases: reconnaissance, intervention, and post-intervention. Observations, semi-structured interviews, focus group discussions, and classroom teaching reflections were some of the tools employed. A grade 6 language instructor and five specially chosen pupils took part. The reconnaissance phase indicated challenges with student motivation for learning spoken English, which were impacted by elements such as foreign language anxiety, confidence, readiness to communicate, and a propensity to code-switch to local languages. Teachers focused largely on writing and reading abilities, using the grammar-translation technique, which restricted possibilities for speech practice. The research discovered that involving students in activities, alleviating language anxiety, and creating a favourable language learning atmosphere dramatically increased their confidence and desire to speak English. The findings imply that increasing exposure to spoken English via task-based training may help students improve their language abilities and motivation.
Author Information
Tajwar Ali, Qilu Institute of Technology, China
Sadia Yar, Agha Khan University, Pakistan
Haseena Sultan, Zhengzhou University, China
Paper Information
Conference: KAMC2024
Stream: Education / Pedagogy
This paper is part of the KAMC2024 Conference Proceedings (View)
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To cite this article:
Ali T., Yar S., & Sultan H. (2024) Task-Based Instruction (TBI) to Motivate Elementary Students in Ghizer, Gilgit-Baltistan to Improve English Language Speaking Skills ISSN: 2436-0503 – The Kyoto Conference on Arts, Media & Culture 2024: Official Conference Proceedings (pp. 485-496) https://doi.org/10.22492/issn.2436-0503.2024.42
To link to this article: https://doi.org/10.22492/issn.2436-0503.2024.42
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