Implementation of Collaborative Task-Based Strategies to Improve Speaking Skills in Second-Year Baccalaureate EFL Students at a Public Institution

Abstract

The development of speaking skills remains one of the main challenges for English as a Foreign Language (EFL) learners in Ecuadorian public schools. Limited opportunities for authentic communication and teacher-centered instructional practices often hinder students’ oral proficiency. This study aimed to evaluate the effectiveness of collaborative Task-Based Language Teaching (TBLT) strategies in improving the speaking skills of second-year Baccalaureate EFL students at a public institution. A quantitative approach with a quasi-experimental design was employed, involving an experimental group and a control group. Data were collected through pre- and post-speaking tests assessed using an analytic rubric that measured fluency, pronunciation, grammar, vocabulary, and interaction. The intervention consisted of collaborative communicative tasks, including problem-solving activities, role plays, information-gap tasks, and group discussions. The findings revealed that students exposed to collaborative task-based strategies achieved greater improvements in oral communication than those receiving traditional instruction. Participants also demonstrated higher levels of confidence, active participation, and willingness to communicate in English. The study concludes that collaborative Task-Based Language Teaching provides meaningful opportunities for authentic language use, promotes peer interaction, and strengthens communicative competence through learner-centered instruction. Integrating collaborative task-based strategies into EFL classrooms can significantly enhance students’ speaking performance and contribute to more effective English language teaching in Ecuadorian public secondary education.