Impact of Incorporating Input-based Tasks in IELTS Speaking Courses: Task Response, Accuracy, and Fluency in Focus

The main objective of this research was to explore the effect of input-based tasks in the IELTS speaking test. For this purpose, ۴۰ subjects who were advanced EFL learners in Danesh Pajouhan, Isfahan, Iran were randomly selected as the sample of study ۲۰ of whom were assigned as the experimental group and the rest as the control group. While the control group received the traditional input, the experimental group received input in the form of task-based activities, referred to as input-based tasks in problem-solving tasks and jigsaw tasks. As the finding of the data analysis show, after the treatment, there was a statistically significant difference between the experimental group and control group in terms of task response, accuracy and fluency. The findings of this study can be useful for second langue learners, second language teachers and curriculum designers. The findings of this study can be useful for second langue learners, second language teachers and curriculum designers.

Keywords:

IELTS Speaking Courses , Input-based Tasks , Task Response , accuracy , fluency