According to domestic and international researches, teachers have shown good results in improving students’ oral skills by using task-based language teaching (TBLT) in the English class. Rather than being monotonous and repetitive, this approach is more flexible. Teachers develop tasks that are tailored to learners’ needs and act as a ‘scaffolding’ to help students, allowing them to discuss problems in small groups and motivating them to learn. The research subject includes 31 Senior English majors at Guangxi University of Foreign Languages. Observation, questionnaires, and interviews are adopted as research methods to explore the following two questions: (1) How do teachers implement TBLT in oral class? (2) What is the status of students' oral English before and after conducting TBLT? To address the above questions, Firstly, the author mainly observed how the teacher implemented the task-based teaching method in the oral class. Secondly, a questionnaire was used to find out the current situation of students' speaking before the semester and the changes after implementing TBLT. Then, interviews were conducted to understand the students' feelings and perceptions of the changes in their speaking. Finally, the findings of the study were analysed, and recommendations were made in this regard. The results of the study show that under the mode of TBLT, teachers act as mediators, organizers and designers and no longer “manipulate” in the whole teaching process. Teachers help students learn to learn and make them participate in real activities to fully fire the students with enthusiasm. The students' speaking has changed after the task-based teaching method, especially in the areas of vocabulary use, idiomatic expressions, fluency, and completeness, and then the difficulties encountered by the teachers in the process of teaching task-based speaking class have been solved by slowly working with the students.

Wenqiang Yu. The Effect of Task-Based Language Teaching on Students’Oral English Improvement: A Case Study of Guangxi University of Foreign Languages. Frontiers in Educational Research (2022) Vol. 5, Issue 14: 64-70. https://doi.org/10.25236/FER.2022.051413.

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