ENHANCING ORAL FLUENCY THROUGH TASK-BASED LANGUAGE TEACHING: A QUASI-EXPERIMENTAL APPROACH

Education

This study investigated the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the oral fluency of Grade 11 Shielded Metal Arc Welding (SMAW) students at Montevista Stand-Alone Senior High School, Montevista District, during the School Year 2025–2026. Using a one-group pretest-posttest design, the study employed the Phil-IRI Oral Reading Test to measure students’ oral fluency before and after the TBLT intervention. The pre-test results revealed a mean score of 6.6552, indicating low fluency characterized by weak pronunciation, slow pacing, and limited confidence in expression. After implementing TBLT, the post-test means rose significantly to 15.8966. The paired t-test result (t = -16.107, p = 0.000) confirmed a statistically significant improvement in oral fluency, demonstrating the effectiveness of the intervention. The improvement was attributed to the interactive and communicative nature of TBLT, which provided learners with authentic and meaningful opportunities to use English in real-life contexts. The study supports existing research that learner-centered and task-driven instruction promotes greater engagement, confidence, and spontaneous language use. It concluded that TBLT is a highly effective pedagogical approach for Technical-Vocational Livelihood (TVL) students, bridging classroom learning with practical communication needs. The researcher recommends continuous application of TBLT, professional development for teachers, and curriculum alignment to sustain fluency gains and ensure long-term improvement in English proficiency among TVL learners.

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