Task-based language learning: using debates to enhance speaking abilities of Intermediate high school students in the EFL classroom

Abstract

The purpose of this study is to validate the use of debates through task-based methodology to enhance the speaking abilities of high school students. In order to achieve the proposed goals, a quantitative study based on a quasi-experimental design was carried out. The following instruments were used to collect data: a preliminary questionnaire about the students’ background, a questionnaire about their favorite debating topics, a pre-test, a post-test, an observation form, audio, and video recordings. On the basis of the results of this research, it can be concluded that using debates along with task-based methodology can enhance high school students’ speaking skills because the participants showed a considerable improvement from the pre-test to the post-test on parameters such as task completion, comprehensibility, fluency, pronunciation, vocabulary, and language control. For further investigation, it is recommended to investigate the use of debates with mixed groups during extended periods of time.