Abstract:

This paper aims to investigate the effect of task-based instruction on second/foreign language learners’ speaking performances. Employing both quantitative and qualitative data analysis, and using convenient quota sampling, this study is going to be conducted in both public and private universities. English Language Teaching Prep Programme learners (N=30) -elementary, pre-intermediate and intermediate levels- participate in the research. In the empirical part of the research, two tasks - one audio and one visual and audio - are going to be uploaded into learners PCs through designing a website devoted to the study’ on listening comprehension. On the delivery of the first task, the learners will not be provided with a variety of structures and the expressions that they may use throughout their speech production. However, this provision will be held after the pre test during the following two weeks, which follows the post test to test the differences between pre and post test in speaking performances of the participants in relation to the use of vocabulary, structures and the flow of information throughout the narrations. Additional purpose of the post test is to examine whether they remember the movie or not. In the qualitative dimension of the research, structured interviews are going to be conducted in order to examine the learner’s preferences whether listening or watching it. Besides the interviews, a questionnaire is going to be distributed to learners in order to examine cultural background; the purpose is to analyze the differences between public and private universities. Implications and the future directions of the study will also be discussed.

Keywords:

Task based instruction, sociocultural theory, second language listening.