IMPLEMENTING TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING TO ENHANCE SECONDARY EFL STUDENTS’ SPEAKING SKILLS

Authors

  • Priska Aprilia Universitas Singaperbangsa Karawang
  • Elih Sutisna Yanto Universitas Singaperbangsa Karawang
  • Yousef Bani Ahmad Universitas Singaperbangsa Karawang

DOI:

https://doi.org/10.22460/eltin.v14i1.p55-68

Keywords:

Pengajaran Bahasa Berbasis Tugas, Siklus Pengajaran dan Pembelajaran, Pembelajaran Bahasa yang Dibantu Mobile, Kinerja Berbicara, Alat Digital, EFL Sekolah Menengah Indonesia, Pedagogi yang Dimediasi Teknologi

Abstract

Speaking remains a central challenge in English as a Foreign Language (EFL) instruction in Indonesian secondary schools, where students often face anxiety, limited input, and few opportunities for meaningful practice. This study examined the effectiveness of integrating Task-Based Language Teaching (TBLT), the Teaching and Learning Cycle (TLC), and Mobile-Assisted Language Learning (MALL) to improve speaking performance and learner perceptions. Conducted as a two-cycle Classroom Action Research project with 42 eighth-grade students, the study employed an analytic rubric assessing fluency, vocabulary, pronunciation, and confidence, complemented by reflective journals and semi-structured interviews. Results showed statistically significant improvements across all domains (p < 0.05), with the largest gains in fluency and confidence. Students attributed these improvements to digital platforms: YouTube provided authentic models, Canva supported collaborative planning, and Instagram offered real audiences that enhanced motivation. Qualitative data revealed themes of linguistic development, affective engagement, and digital mediation, confirming that technology not only supported measurable outcomes but also enhanced motivation and willingness to communicate. Despite challenges in vocabulary and pronunciation, the findings suggest that integrating explicit instruction with digital mediation can address these gaps and provide a sustainable model for EFL pedagogy in digitally connected yet resource-constrained contexts.

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Published

2026-03-17

Issue

Vol. 14 No. 1 (2026): VOLUME 14, ISSUE 1, APRIL 2026

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