In Pakistan, most public schools teach English poorly, especially spoken English. To increase language speaking, instructors and students must be motivated and engaged. English language speaking skills are ignored in classroom instruction because it seems that language teachers of public schools in Pakistan are not familiar with the new methods of teaching language generally and teaching of speaking skills particularly. This study was carried out in the context of Gilgit-Baltistan, Pakistan, to explore how task-based instruction (TBI) can be used to motivate and enhance the English language speaking skills of grade 6 students. It was an action research study located within the paradigm of pragmatism which is concerned with action and change, and knowledge and action. The data were collected in three main phases: reconnaissance phase, intervention phase and after-intervention phase. Data collection tools were: observations, semi-structured interviews, focus group discussions and reflections on classroom teaching cycles. The language teacher of grade 6 and five students participated in this study. This sample was purposively selected. Key aspects for motivating language learners include student participation, managing foreign language fear, improving language confidence, a desire to communicate in the target language, and limiting the use of reductive methods and code-switching. Findings revealed that the language teachers in my context emphasize on the writing and reading skills of students. They use grammar-translation method to teach language. Teachers focus on the completion of the syllabus. This in turn provides fewer opportunities for learners to practice the target language.

Authors:
Tajwar Ali, Zhengzhou University, China
Haseena Sultan, Zhengzhou University, China

About the Presenter(s)
Dr Tajwar Ali is a University Associate Professor/Senior Lecturer at Qilu Institute of Technology in China

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