Effects of Task-based Language Teaching Approach on EFL Students’ Oral Performance-- Tested by Ismart Application

This study investigates the impact of task-based speaking activities on non-English major students and evaluates their perceptions regarding the usefulness of such activities. This study involved fifty-eight non-English major students enrolled in the second course of General College English. Pre-test and post-test assessments were utilized to evaluate participants’ oral proficiency, while a questionnaire gauged the experimental group’s attitudes toward task-based speaking activities. Results indicate that students in the experimental group exhibited greater improvement in oral proficiency compared to those in the control group, who received traditional instruction.