Students’ Perception of the Benefits and challenges in Practicing Task-Based Speaking Activities in EFL Classrooms

Abstract

This study aimed to investigate students’ perceived benefits of TBSAs in grade 11 English textbook and the challenges the students face in practicing them at Shambu Secondary School. A mixed-method research method with a descriptive case study design was used. The data were collected through a questionnaire and interview. Descriptive statistics was employed for the content analysis of the questionnaire, and thematic analysis was used for the interview data analysis. The results revealed that students had favorable perceptions about the benefits of TBSAs, reporting that it is very crucial for the development of their speaking performance, like fluency, comprehension, pronunciation, and vocabulary, by creating confidence in them. The results also showed that students encountered some challenges during the TBSAs, and students with low English proficiency felt shy and nervous when working in groups because of a lack of effectiveness and efficiency when they practiced the activities, which led them to use their L1. According to the results, students also face challenges in practicing TBSAs due to the large class size, which hinders participation. Thus, it was concluded that to raise the level of students’ speaking ability, using TBSAs is very crucial if the obstacles are minimized through teacher training.