Oral communication strategies: task-based learning and Indonesian EFL learners
2017-02-06T06:05:34Z (GMT) by
This study investigated the use of oral communication strategies during implementation of Task-Based Learning (TBL) in a tertiary English language class in Indonesia. Three research questions were addressed: students’ responses toward the implementation of TBL, oral communication strategies used, and shifts in use of oral communication strategies after the implementation of TBL for one semester. The study employed both quantitative and qualitative measurement of the data. Findings at the beginning of semester were compared to those at the end of semester. Reliability of the data was maintained through multi methods employed, including Oral Communication Strategy Inventory (OCSI) administered at the beginning and end of semester, learning journals of 26 students administered throughout the semester, focus group discussion with twelve students conducted at the end of semester, in-depth interviews with ten students to confirm the findings from the OCSI, stimulated recall interviews with fourteen students conducted at the end of semester, and video-taped classroom activities held throughout the semester. Findings indicate positive responses to TBL. Toward the end of semester, students believed their oral communication skills had improved. There was evidence of increased self-esteem, risk-taking behaviour, and motivation to learn English. Quantitative findings suggest that, toward the end of semester, students increasingly used positive strategies for coping with both speaking and listening problems. Use of negative strategies was significantly reduced. Qualitative findings confirm quantitative findings, suggesting students’ improved strategic competence in oral communication skills. Positive strategies were increasingly used while negative strategy use was reduced. There was also some evidence that the higher the students’ levels of oral proficiency, the greater the likelihood of their increasing use of positive strategies and reducing the use of negatives strategies. Reasons for this shift reported by students included higher self-esteem, higher motivation to be more actively engaged in communication and to learn English as well as improved linguistic competence, especially in the area of vocabulary.