Speakers
Description
This research aimed to study the effects of task-based language teaching (TBLT) on speaking ability and self-efficacy of Lao EFL teacher training college students. The samples were 31 English-major students enrolled in class 1A (12+4) of the English General course at Savannakhet Teacher Training College, Kaysone Phomvihan District, Savannakhet Province, Lao PDR. They were selected by using convenience sampling technique. The study employed one group pretest posttest design. The participants were taught by using TBLT for 16 hours with 8 topics related to Lao contexts. The research instruments included 8 lesson plans, speaking performance test, self-efficacy questionnaire and semi-structured interview. The obtained data were analyzed by using frequency, percentage, mean, standard deviation, dependent samples t-test and content analysis. The findings revealed that: 1) The Lao EFL teacher training college students’ post test mean score of English speaking ability was higher than the pre-test mean score with statistically significant difference at 0.05 level; 2) The Lao EFL teacher training college students’ self-efficacy after the implementation was higher than before the implementation with statistically significant difference at 0.05 level. In addition, the students mentioned that TBLT can help improve their speaking skills and they enjoyed learning speaking skills with TBLT.