Effects of Task-Based Language Instruction on Students' Speaking Performance, Attitudes and Self-Efficacy Beliefs at Shambu Secondary School: Grade 11 in Focus

Tamiru Olana, PhD (Asso. Professor): Major Advisor This study aimed to examine how task-based language instruction (TBLI) affected students’ speaking performance, attitudes, and self-efficacy beliefs at Shambu Secondary School. A quasi-experimental design was employed, involving two groups of Grade 11 social science students: 31 in the treatment group and 31 in the comparison group. The comparison group received traditional instruction, while the treatment group was taught using TBLI. The intervention lasted for 12 weeks, from March to June 2023. A mixed approach was used, with a focus on quantitative rather than qualitative data. Quantitative data were collected through a speaking performance test, an attitude scale, a self-efficacy questionnaire, and a speaking proficiency assessment. Descriptive, Independent t-test, Paired t-test and ANCOVA were used to calculate the analysis. To verify the respective magnitudes of the treatment conditions applied to the two groups, a partial eta square was also computed. Questions from interviews were used to collect the qualitative data, which were then transcribed and thematically analyzed. The findings showed that the treatment group outperformed the comparison group, according to the data, which indicated a statistically notable distinction between the two groups. The conclusions drawn from the qualitative data also revealed that the treatment group's students had favorable opinions on TBLI of speaking attitudes, performance, and self-efficacy beliefs. This implied that TBLI had an effect on the dependent variables. Conclusions, suggestions, and educational implications were given in light of the results.