Task-Based Language Approach in Oral Communication Instruction: Practices of Public Elementary School Teachers In Rizal District, Kalinga

Abstract

This study explored the implementation of the Task-Based Language Approach (TBLA) in teaching oral communication skills to public elementary school teachers in the Rizal District of Kalinga, Philippines. This study specifically focused on examining the task-based and learner-centered strategies employed by teachers, the contributions of these strategies to learners’ oral communication development, the challenges encountered in implementing TBLA, and the coping mechanisms adopted by teachers in a post-pandemic learning environment. A qualitative descriptive research design was utilized, with public elementary school English teachers participating in the study. Data were collected through semi-structured interviews and were analyzed thematically. The findings indicate that teachers employed various task-based strategies, including discussions, debates, oral presentations, dialogues, role-playing, and vlog-making activities, to encourage active participation and authentic communication among learners. These activities were found to enhance learners’ confidence, fluency, vocabulary, participation, and communication skills. Additionally, the findings suggest that authentic interaction and collaborative learning positively contribute to learners’ oral communication development. However, teachers face several challenges, such as limited Internet connectivity, lack of technological resources, limited teacher training, grammar-focused assessment practices, and learners’ preference for using their mother tongue. To address these challenges, teachers employed coping mechanisms and instructional adjustments, such as simplifying tasks, using localized examples, encouraging peer support, and creating supportive learning environments. Overall, the study concluded that TBLA is an effective approach for enhancing learners’ oral communication skills, although successful implementation requires adequate teacher preparation, instructional support, and sufficient resources to be effective.