The Effectiveness of Task-Based Language Teaching (TBLT) In Enhancing Speaking Proficiency of Vocational High School Students in an English for Specific Purposes (ESP) Context

This study examines the effectiveness of task-based Language teaching (TBLT) integrated with English for Specific Purposes (ESP) in improving the speaking proficiency of vocational high school students. A quantitative pre-experimental one-group pre-test and post-test design was used. The participants were 36 twelfth-grade students from the Building Construction and Sanitation Department. Students’ speaking proficiency was assessed using an analytic rubric covering fluency, accuracy, vocabulary, pronunciation, and interaction. The treatment was conducted over five instructional meetings, using job-related speaking tasks. Data were analyzed using descriptive statistics and a paired-sample t-test. The results confirmed a significant improvement in students’ speaking proficiency after implementing TBLT-based ESP instruction, with post-test scores significantly higher than pre-test scores (p < 0.05). The findings indicate that integrating TBLT with ESP provides meaningful learning experiences and effectively enhances vocational students’ job-related speaking abilities.