Effects of Task-Based Language Teaching On Primary School Pupils’ Achievement in Learning English Consonant Sounds in Pankshing Local Government Area, Plateau State, Nigeria

Abstract

The study investigated the effects of task-based language teaching on primary school pupils' achievement in learning English consonant sounds in the Pankshin Local Government Area, Plateau State, Nigeria. A quasi-experimental research design was used, specifically the pretest and posttest non-equivalent control group. The population for the study comprised all the public primary four pupils in the Pankshin Local Government Area, Plateau State, Nigeria. 54 pupils were selected using the simple random sampling technique and participated in the study. The pupils were classified into experimental and control groups. Only the experimental group received the six-week-long task-based language teaching, while the control group received their usual classroom teaching but with the same content as that of the experimental group. The Test of Oral English sound (TOES) was used to collect data for the study. The data obtained were analysed using both descriptive and inferential statistical tools based on research questions and hypotheses. The research questions were answered using the mean and standard deviation, while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The results of the study revealed that task-based language instruction significantly improved the pupils' ability to identify and articulate voiced English consonant sounds. Therefore, the study recommended that teachers should incorporate modern teaching approaches, such as Task-based language teaching in teaching oral English in primary schools to improve their pronunciation and oral skills in the English language.