Form-Focused Tasks in Task-Based Language Teaching for Enhancing EFL Learners’ Speaking Fluency and Motivation

Anbarshahi, Simin; Yeganeh, Omid

doi:10.22049/jalda.2026.30662.1813

Articles in Press

Document Type : Research Article

Authors

Simin Anbarshahi ¹
Omid Yeganeh ²

¹ Assistant Professor of TEFL, Department of English, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran

² MA in ELT, Azarbaijan Shahid Madani University, Tabriz, Iran

10.22049/jalda.2026.30662.1813

Abstract

Task-Based Language Teaching (TBLT), as a prominent pedagogical approach, has emerged as a significant innovation in language education, particularly recognized for its potential to enhance speaking fluency among Iranian EFL learners and aims to enhance accuracy, fluency and complexity of the utterances produced by language learners. The purpose of the present study is to examine the impact of TBLT on learners’ motivation and speaking fluency. The research design included both experimental and control groups, each participating in a 12-session course. The experimental group engaged in TBLT with an emphasis on form, while the conventional methods were utilized for the control group. Speaking fluency was evaluated using Rate A and Rate B fluency measures and academic motivation was assessed through a motivation questionnaire based on Dörnyei and Dewaele’s (2002) L2 Motivational Self System Questionnaire, which included two main sections. A speaking assessment was administrated as a pretest before the treatment and as a posttest after the treatment. Afterward, the result was analyzed; the findings indicated that the experimental group, which received TBLT, outperformed the control group in both motivation and speaking fluency. The results suggest that TBLT, particularly through real-world tasks, encourages students to practice speaking in meaningful contexts, making the learning process more engaging. As a result, students exhibit increased motivation and readiness for lessons, highlighting the potential of TBLT to enhance both language proficiency and learner motivation. This study offers significant insights for language educators, course designers, and policymakers in the field of EFL, suggesting that task-based activities should be incorporated into language learning curricula to improve not only linguistic proficiency but also student motivation and engagement.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

اثر تمرکز بر فرم در رویکرد آموزش مبتنی بر فعالیت بر سلاست گفتاری و انگیزش زبان آموزان

Authors [Persian]

دکتر سیمین عنبرشاهی ¹
امید یگانه ²

¹ استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

² گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

Abstract [Persian]

آموزش زبان مبتنی بر فعالیت (TBLT) نقش برجسته‌ و چشمگیری در فرآیند آموزش زبان داشته و نظر بسیاری از محققان را به خود جذب کرده است (الیس، 2003؛ نونان، 2004؛ پرابهو، 1987؛ اسکهان، 1996). ضرورت داشتن سطح مقبولی از تسلط بر زبان انگلیسی زبانآموزان ایرانی نیز اخیراً به موضوعی بحثبرانگیز تبدیل شده است. طبق استدلال محققان ارتباطات شفاهی (گفتاری) و تعامل نقشی حیاتی در یادگیری زبان ایفا می کند (الیس 2003 و نونان 2006). نونان (1992) پیشنهاد می‌کند که یادگیری زبان مبتنی بر فعالیت می‌تواند سطح و سرعت گفتمان دانش‌آموزان را افزایش داده، فضایی آرام ‌بخش در کلاس ایجاد و ورودی قابل درک دانش‌آموزان را تقویت کند. زبان انگلیسی در ایران به عنوان یک زبان خارجی در نظر گرفته می‌شود که به این معنی است که در مواجهه با ورودی انگلیسی، محدودیت وجود دارد و در نتیجه، فراگیران در یادگیری و برقراری ارتباط از طریق زبان انگلیسی در جایی غیر از فضای کلاس با مشکل مواجه می‌شوند. و همانطور که تیل و گودرزی (2015) ارائه کردند، فرصت بالقوهای برای فراگیران وجود دارد تا از فعالیت‌هایی که در کلاس به آن‌ها داده می شود، به نحو احسن و آموزنده استفاده کنند. بنابراین، تمرکز اصلی این مقاله بر روی تأثیر TBLT تمرکز بر فرم، بر انگیزه و روان زبان انگلیسی زبان‌آموز ایرانی است. طرح این پژوهش بصورت شبه آزمایشی بوده که در یک موسسه در تبریز، آذربایجان شرقی، ایران و بر روی گروه آزمایش و کنترل انجام شد و آن‌ها دورهای 12 جلسهای را برای بررسی تأثیر این رویکرد گذراندند. در طول تحقیق، تسلط گفتاری آنها با معیارهای تسلط نرخ A و نرخ B بر اساس دستورالعملهای ارائه شده ی اندرسون و لینچ (1988) ارزیابی شد. به شرکت کنندگان در گروه آزمایش در سه فاز فرصت استفاده از زبان در شرایط واقعی داده میشد، در حالیکه گروه کنترل تمرینات تکراری و طوطی واری داده میشد. به منظور توضیح بیشتر در مورد موضوع انگیزش طرحی که در دورنی (2003) ارائه داده است، برای ارزیابی انگیزه تحصیلی شرکتکنندگان یک بار قبل از مطالعه و یک بار بعد از مطالعه استفاده شد. این نسخه از پرسشنامه شامل دو بخش عمده است: بخش اول شامل مواردی است که نگرش و انگیزه زبانآموزان را در مورد یادگیری زبان انگلیسی میسنجد و بخش دوم شامل سؤالاتی در مورد اطلاعات پیشینه زبان آموزان (تاگوچی و همکاران، 2009) است.

Keywords [Persian]

آموزش زبان مبتنی برفعالیت
روانی گفتار
انگیزش
تمرکز بر فرم

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Form-Focused Tasks in Task-Based Language Teaching for Enhancing EFL Learners’ Speaking Fluency and Motivation

References

References

Articles in Press, Accepted Manuscript
Available Online from 12 March 2026

Form-Focused Tasks in Task-Based Language Teaching for Enhancing EFL Learners’ Speaking Fluency and Motivation

References

References

Articles in Press, Accepted Manuscript Available Online from 12 March 2026

Articles in Press, Accepted Manuscript
Available Online from 12 March 2026