Abstract
This action research was carried out with the aims to investigate (1) the factors causing difficulty for the English-majored freshmen’s oral performance at BR-VT Teacher Training College; (2) the impacts of the TBSA1 on the students’ oral performance; and (3) the students’ attitudes towards the TBSA. The research was carried out in 15 weeks over 23 students. The data collection instruments were pre-questionnaire, post-questionnaire, pre-test, post-test and observation note. The results of the pre-questionnaire showed that there were two factors that affected the students’ oral communication. (1) They did not have chances for practicing speaking; and (2) they were not confident of oral communication as they were not equipped with enough vocabulary and speaking patterns. The results of the oral tests and post-questionnaire revealed that the students’ oral performance in the post-test was higher than the one in the pre-test (fair scores compared with average ones). The students got the improvement in oral performance because (1) they spoke more fluently as they felt confident and had chances of practicing speaking with partners. (2) They took part in the conversations positively since they identified the topic discussion as well as they were equipped with the vocabulary and speaking patterns. The students also admitted that they liked the TBSA and wanted to use them frequently in learning speaking as (1) the TBSA were a good method for learning speaking; (2) they felt comfortable and confident in communication when practicing the TBSA; and (3) they achieved progress in learning speaking. Based on the findings, a conclusion was stated that the TBSA could be used to develop the learners’ oral performance.
Key words: Task-based speaking activity, Oral performance
