EFL SPEAKING STUDENTS’ ATTITUDES TOWARDS TASK-BASED LANGUAGE TEACHING
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Abstract
This study explores the value of task-based language teaching in English as a foreign language
(EFL) speaking classes from the perspective of forty intermediate level students studying in a
technical Saudi Arabian college, who had been extensively exposed to this type of teaching. Several
research hypotheses were formulated on the basis of a comprehensive literature review of
scholarship on speaking and task-based language teaching and then tested in this research context.
The study uses quantitative data derived from anonymous, semi-structured questionnaires
distributed to students. The results of this study show that the majority of respondents appear to
hold an overwhelmingly positive attitude regarding the employment of task-based language
teaching in their speaking courses.
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