The effect of technology-supported task based teaching method on students' English language skills

This study aims to determine the effects of implementing a technology-supported task-based language teaching method on the language skills (reading, writing, listening and speaking) and attitudes towards the course among 8th grade secondary school students. The research is conducted using intervention design which is one of the mixed-method designs. A total of 48 eighth-grade students studying at a secondary school in Eskişehir participated in the research during 2023-2024 academic year. Before the application, a document review was conducted to identify the issues related to English learning and teaching in Turkey. During the application, English lessons were conducted using the technology supported task-based language teaching method with 26 students in the experimental group for 4 weeks while the control group of 22 students continued with traditional teaching methods. Also, the researcher and the students kept a diary during the intervention phase. After the invention, English language skills tests and an attitude scale towards English course were implemented. In addition, semi-structured interviews were conducted to explore students' perceptions of the method. Quantitative data were analyzed using an independent samples t-test, while qualitative data were analyzed through content analysis. The research findings revealed that English lessons conducted through the technology-supported task-based language teaching method contributed to the development of students' reading, writing, speaking and listening skills in English and positively influenced their attitudes toward the English lesson. The qualitative data obtained from student opinions and the researcher journal support these results.