Perceptions of Grade 11 Senior High School Students on Task-based Language Teaching in a Hybrid Oral Communication Class

Abstract

Task-based Language Teaching (TBLT) is defined as the strong version of the communicative approach [1]. It focuses on the implementation of tasks that are meaningful and require students to communicate. This study’s objective is to know the perceptions of twenty Grade 11 senior high school private students on Task-based Language Teaching in a hybrid oral communication class. The following research questions were posed: 1) What are the experiences of senior high school students in relation to Task-based Language Teaching in a hybrid oral communication class? and 2) How do students perceive the impact of Task-based Language Teaching on the development of their oral communication skills? Students’ experiences and perceptions were inquired through survey and interview which were then analyzed through thematic approach and Voyant tools. The findings revealed that the respondents who voluntarily participated in the study viewed TBLT positively. The experiences of senior high school students in relation to TBLT were represented by three themes: Enjoyed activities, Challenged by activities, and Gained Confidence. Students’ perceptions on the impact of TBLT on the development of their oral communication skills were divided into three: Confident, Engaging, and Prepared. The findings of this study could contribute to the growing field of English language teaching using TBLT.