Enhancing First-Year Students’ Japanese Speaking Skills Through Task-Based Language Teaching: A Case Study at Hanoi University
Keywords:
Task-Based Language Teaching; Japanese speaking skills; mixed methods; communicative competence; language learning methodsAbstract
This study examines the effectiveness of Task-Based Language Teaching (TBLT) in improving Japanese speaking skills among first-year students at Hanoi University. In conversation classes, TBLT was implemented to encourage students to use Japanese in real-world contexts. Using an explanatory sequential mixed-methods design, the research combined quantitative and qualitative approaches to offer a comprehensive understanding of learning outcomes. In the quantitative phase, 231 students participated in a preliminary survey, and 10 volunteers engaged in a five-week TBLT intervention. The results of a paired-samples t-test showed a statistically significant improvement in students’ speaking performance (t (9) = 6.88, p < .001, d = 1.37). These findings suggest that TBLT effectively boosts learners’ conversational fluency and accuracy. The qualitative phase, which involved semi-structured interviews and classroom observations, supported the quantitative results. Participants reported increased confidence, motivation, and engagement in real-world communication tasks. While TBLT demonstrated positive effects, several challenges were identified, especially for lower-proficiency learners who needed additional scaffolding. Overall, this study offers empirical and theoretical support for adapting TBLT to Japanese language education in Vietnam. The findings emphasize the importance of interactive, learner-centered methods in developing communicative competence in higher education contexts.
https://doi.org/10.26803/ijlter.24.12.13
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