Task-Based Learning (TBL) Approach: An Effective Method for Improving English Language Communication Skills in Public Primary Schools in Morogoro Municipality, Tanzania

Abstract

The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in improving pupils' communicative ability in English language in public primary schools in Morogoro municipality, Tanzania. To achieve this, we utilized a mixed approach, incorporating qualitative and quantitative methods for data collection and analysis. We selected six primary schools, with a total of 320 respondents divided into an experimental group (160 respondents) and a control group (160 respondents). Data were collected through pre- and post-tests, classroom observations, and interviews with both pupil and teachers. The results of our study revealed that the experimental group, which was exposed to TBL, performed significantly better than the control group. Overall, the experimental groups consistently outperformed the control groups. Furthermore, the findings from the motivation questionnaire indicated a significant difference in motivation levels between the experimental and control groups in the post-test, suggesting that the experimental group's motivation increased significantly. Our findings have significant practical implications for teachers and policymakers in Tanzania and other countries where English is taught as a second language. Specifically, our study shows that TBL is an effective strategy for promoting communication skills in English. Also, TBL can be considered as a viable approach to enhance pupils' communicative ability and promote their motivation in language learning. Therefore, we recommend that teachers and policymakers consider adopting the TBL approach to enhance pupils' English language proficiency.