The Impact of Task-based Approach in Enhancing Non-English Major Students’ Speaking Fluency

Hooshang Khoshsima, Anahita Bajool


This paper sought to scrutinize the effects of tasks-based instruction on non-English major students’ speaking fluency. To this aim 40 students were selected who were divided into two homogeneous groups by administering  a pretest to determine their current proficiency level in speaking skill. Both control and experimental groups received the same kinds of language material. Only experimental group received material through tasks-based instruction. Findings of post test revealed significant differences between control and experimental groups in term of their speaking fluency.



Tasks, Tasks –based language teaching, speaking skill

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