Among four skills of English, speaking is considered as the basic tool forcommunication, According to Malihah 2010, the ability in a language of a person is often reflected by the abilit
Definitions of task-based language teaching
with the role of tasks as the core concept in teaching and learning According to Ellis
Task-Based Language Teaching (TBLT) focuses on exposing learners to authentic language use through interactive tasks, aiming to enhance both existing and new linguistic knowledge Nunan (2004) outlines six key principles of TBLT, including needs-based content, interaction in the target language, integration of authentic texts, a focus on the learning process, incorporation of personal experiences, and connecting classroom learning with real-life language use Van den Branden (2006) describes TBLT as a method where functional tasks encourage meaning exchange and practical language application Larsen-Freeman & Anderson (2011) view TBLT as a strong communicative approach, emphasizing that learners acquire language as needed to complete tasks According to Richards and Rodgers (2014), TBLT positions tasks as the central unit of language teaching planning and instruction Overall, TBLT is characterized by its learner-centered approach, focus on the learning process, use of the target language, and the centrality of tasks.
Notion of task and task LypeS c nssnSnhnheee 8 Z.U.S'CRAFACICTISHCS OF TASK siccsscssiscsssssisesisscssectssctscessscrsssisiessiscsseassesasanaieess 9
A task is distinct from an exercise, as it is created with a clear communicative goal, whereas an exercise focuses on practicing specific grammatical forms (Ellis, 2000) Nunan (2004) further categorizes tasks into two types: real-world tasks, which involve using language outside the classroom, and pedagogical tasks, which are conducted within the classroom setting.
Pedagogical tasks are primarily defined by their emphasis on the communicative use of the target language, focusing on meaning over grammatical forms However, meaning and form are interconnected, as learners must utilize their linguistic knowledge to convey meaning effectively in context Skehan (1996) describes tasks as meaning-focused activities linked to real-world scenarios, with assessable outcomes Similarly, Willis (1996) views tasks as activities requiring learners to use the target language to achieve specific communicative goals Ellis (2003) defines a pedagogical task as a structured plan that encourages pragmatic language processing to attain an outcome, prioritizing meaning Nunan (2004) adds that these tasks involve learners in comprehending, manipulating, producing, or interacting in the target language, with a focus on conveying meaning rather than mere language manipulation Additionally, Willis and Willis (2009) highlight that learners can choose from various language structures to achieve task outcomes, without predetermined forms.
Besides the distinction between real-world and pedagogical tasks from Nunan
In the realm of task-based language teaching (TBLT), various researchers have categorized tasks in different ways Prabhu (1987) identified three primary types of tasks: information gap, reasoning gap, and opinion gap tasks Willis (1996) expanded this classification to six types, which include listing, ordering and sorting, comparing, problem-solving, sharing personal experiences, and creative tasks Ellis (2009) further distinguished TBLT tasks into focused and unfocused categories, where unfocused tasks encourage general communication, while focused tasks target specific linguistic elements Additionally, tasks can be categorized based on skills, with input-providing tasks enhancing receptive skills like listening and reading, and output-prompting tasks fostering productive skills such as writing and speaking.
Tasks, whether real-world or pedagogical, emphasize the use of language aimed at achieving communicative goals and focusing on meaning rather than merely linguistic form Regardless of the various classifications of tasks, each one is designed to produce a distinct communicative outcome.
Several characteristics of the tasks in TBLT were proposed by many searchers.
According to Willis (1996), tasks in language learning possess four key characteristics: they enhance student exposure to the target language, encourage hypothesis formation and risk-taking, offer teachers greater flexibility, and foster classroom dynamism Skehan (1996) identifies four additional pedagogical features of tasks, including a focus on meaning, connections to real-world activities, prioritization of task completion, and assessment based on clear outcomes Furthermore, Ellis (2003) outlines five essential features of tasks in language education, emphasizing the necessity for learners to utilize the target language purposefully, engage in meaningful activities, communicate effectively, employ various language skills, and comprehend the application of the target language.
In 2009, it was highlighted that effective tasks should engage learners' interest, prioritize meaning, and focus on non-linguistic outcomes rather than strict linguistic accuracy, while also being relevant to real-life situations Furthermore, Richards and Rodgers (2014) identified key characteristics of tasks, including the exchange of information and the pursuit of communicative goals, distinguishing between reality-based activities that reflect real-world contexts and pedagogical tasks designed for educational purposes.
In summary, the Task-Based Language Teaching (TBLT) method emphasizes the importance of meaningful and relevant tasks that motivate learners to use the target language in real-life contexts These tasks should have clear outcomes, enabling both teachers and students to evaluate the successful completion of the activities.
Benefits of task-based language teaching for students’ speaking
Definition and features of speaking . c ccc<ecee 10
Speaking is a fundamental mode of communication that plays a crucial role in daily human activities Those who possess strong speaking skills can effectively convey their thoughts, feelings, and opinions, facilitating the exchange of information Additionally, speaking enables individuals to engage in various social functions, such as making requests, offering suggestions, and expressing complaints.
Speaking is a vital productive skill that reflects an individual's language competence and is often regarded as one of the most challenging aspects of language teaching Bygate (1998) describes speaking as an interactional communication skill, while researchers like Florez (1999) and Howarth (2001) emphasize that it is a two-way process involving the exchange of ideas, information, and emotions This perspective highlights that spoken communication is the result of collaboration among participants in specific contexts and situations.
Speaking is a crucial skill for second language learners, as highlighted by Nunan (2004), who notes that success in language acquisition is often measured by speaking ability Schmitt (2020) further elaborates that effective speaking involves both competence—understanding the nuances of communication—and performance, which encompasses the complex skills needed for interaction Additionally, the significance of context cannot be overstated, as everyday conversations occur within specific cultural and social frameworks Therefore, speaking can be defined as the process of utilizing language and skills to achieve a specific purpose in a given context.
Speaking, one of the four fundamental language skills, is essential in the process of learning and teaching a second language, as it demonstrates learners' proficiency in spoken communication This skill encompasses the application of linguistic knowledge and abilities to effectively convey specific messages in various contexts.
Speaking involves several key features identified by researchers Bygate (1987) highlights the importance of face-to-face interactions, where both the speaker and listener must pay attention to each other and take turns during the conversation Additionally, participants in the speaking process have the opportunity to correct mistakes as they arise, enhancing the overall communication experience.
Luoma (2004) also stated several features of spoken discourse such as conjoining short phrases and clauses, being planned or unplanned, employing more
12 vague or generic words He also noticed that there is an employment of fixed phrases, fillers, hesitation markers, slips and errors in a spoken discourse.
Torky (2006) emphasizes the importance of differentiating between spoken and written discourse to understand the characteristics of speaking This distinction is based on three key parameters: planning, contextualization, and formality.
Speech differs from writing in that it is often unplanned, contextual, and informal Typically occurring in face-to-face interactions, speaking is interactive and happens in real time, emphasizing the importance of context Non-verbal elements such as facial expressions, body movements, gestures, and eye contact play a significant role, along with formulaic expressions, self-correction, and moments of hesitation Consequently, speakers and listeners cannot revisit or alter their words during these spontaneous interactions.
Effective communication requires individuals to adapt their language according to the relationship and intended meanings, while also being attuned to non-verbal cues and the ability to shift topics unexpectedly to enhance genuine dialogue.
To wrap up, the characteristics of speaking are best reflected in the contrast to written discourse It is highlighted with three primary features which are unplanned,contextualized, and informal,
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Communicative competence encompasses the ability to effectively interact and communicate, as defined by experts like Hymes (1971) and Widdowson (1983) Hymes emphasizes that it involves knowing when and how to communicate appropriately in various contexts, including expressing feelings, making requests, and adapting language based on the setting and audience Widdowson adds that it combines language knowledge with the practical ability to use that knowledge in real-life situations Overall, communicative competence is essential for successful communication and includes both verbal and non-verbal elements.
Canale and Swain (1980) identified four key elements of communicative competence: grammatical competence, which encompasses grammar, vocabulary, and pronunciation; sociolinguistic competence, focusing on the appropriateness of meaning and form; discourse competence, which involves the organization, cohesion, and coherence of utterances; and strategic competence, related to verbal and non-verbal communication strategies Additionally, a more intricate model of communicative competence was later proposed by Bachman.
According to research by Bachman and Palmer (1990, 1996), language competence encompasses both organizational competence, which includes grammatical and textual skills, and pragmatic competence, involving illocutionary and social skills Strategic competence is divided into three phases: assessment, planning, and execution Additionally, psycho-physiological mechanisms are characterized by two key elements: channel, which refers to visual or auditory means, and mode, which distinguishes between productive and receptive skills.
In conclusion, experts agree that communicative competence encompasses linguistic competence along with various other skills, enabling individuals to effectively use language for specific communicative purposes This foundational concept is essential for understanding the components of effective speaking, which will be explored in the subsequent section.
Harris (1974) identified five key components of speaking skills: comprehension, grammar, vocabulary, pronunciation, and fluency, which collectively represent essential communicative competencies Comprehension in oral communication involves both responding to and initiating speech Grammar pertains to the correct construction of sentences during conversation, as noted by Heaton (1978), highlighting the importance of manipulating structures and recognizing appropriate grammatical forms Vocabulary refers to the selection of suitable lexicons necessary for effective communication, emphasizing that without the right words, expressing ideas becomes challenging.
14 effectively in both oral and written forms without having enough vocabulary A lack of vocabulary also means a barrier that precludes learners from learning a language.
Pronunciation involves the phonological processes that shape sound variation and patterns within a language Key features, including phonemes and supra-segmental elements, illustrate how words are articulated clearly when spoken Effective pronunciation is crucial for ensuring intelligible communication between speakers and listeners.
Mispronouncing phonemes can significantly hinder understanding for individuals from different language backgrounds (Gerard, 2000) Fluency, a crucial component of effective communication, is defined as the ability to speak smoothly and expressively, characterized by a reasonably fast speaking pace and minimal pauses This fluency indicates that the speaker can convey their message without struggling with language, utilizing facilitation skills such as fillers and lexical phrases, as well as compensation strategies like self-correction and rephrasing to maintain fluid communication (Segaowitz, 2000; Widdowson, 1998).
Teaching and assessing speaking skièè - sôc<ôc<~.-x- 14
The article discusses three key theories of speaking: behaviorist, cognitivist, and sociocultural The behaviorist theory emphasizes habit formation, employing the PPP approach (presentation, practice, and production) to establish new language habits In this method, learners first receive language input during the presentation phase, followed by practice through drilling and memorization, culminating in classroom performance In contrast, the cognitivist theory posits that speaking skills evolve from controlled to automatic stages, starting with awareness-raising of language knowledge, followed by the integration of new and prior knowledge for automatic use Lastly, the sociocultural theory highlights the significance of sociocultural contexts and peer interactions in the learning process.
15 teacher, learners can construct new knowledge and make it their own as well as function it by self-regulation process.
The modern approach to language teaching focuses on enhancing communicative competence, which encourages individuals to engage actively in social communication This perspective has resulted in the creation of communicative syllabuses, as well as task-based and text-based methodologies, promoting effective interaction in language learning (Thornbury).
The teaching of speaking is shaped by various learning theories, leading to a distinction between direct and indirect approaches The direct approach prioritizes the development of speaking skills, focusing on the accuracy of language structures and forms This method involves language analysis and enhances learners' awareness of grammar, discourse, and routine (Thornbury & Slade, 2006).
The indirect approach focuses on enhancing speech fluency by engaging learners in communicative activities, allowing them to develop speaking skills through interaction This method fosters the transfer of these skills to real-world situations (Goh & Burns, 2012) The current consensus advocates for a blended approach, leveraging the strengths of both direct and indirect methods to overcome limitations and support learners in achieving communicative competence.
To effectively assess a learner's speaking ability, it is essential to engage them in conversation, as suggested by Hughes (2003) Performance assessment, supported by a structured rating scale or scoring rubric, provides meaningful insights into speaking proficiency (Green, 2014) Key concepts in evaluating speaking performance include accuracy, fluency, and complexity Accuracy involves the correct use of language systems, including pronunciation, grammar, vocabulary, and pragmatic features (Ellis, 2003) Fluency, on the other hand, measures the learner's ability to communicate smoothly, characterized by a reasonable speaking pace and minimal pauses, reflecting their overall speaking competence.
The complexity of speaking involves the elaboration and organization of language production, reflecting a more native-like proficiency (Segaowitz, 2000) Effective speaking performance is assessed based on various criteria, including grammar, vocabulary, pronunciation, fluency, content, and organization (Kitao & Kitao, 1996).
The concept of attitude and its role in language learning
Students' attitudes, encompassing their feelings and opinions towards various subjects, play a crucial role in the learning process and are essential in language education Ajzan (1988) describes attitude as the tendency to respond positively or negatively to people, objects, institutions, or events Similarly, Brown (2001) emphasizes that attitude involves feelings, self-perception, and community relationships Additionally, Wenden offers a deeper understanding of the concept of attitude, highlighting its significance in educational contexts.
In 1991, three key components of attitude were identified: cognitive, affective, and behavioral The cognitive component encompasses beliefs and opinions about an object, while the affective component reflects the emotions of "likes" or "dislikes" towards it The behavioral component pertains to how individuals act or think about acting in relation to the object Despite various definitions from researchers, attitude is generally understood as a readiness to respond to situations and a tendency to behave consistently based on one's emotions towards an object.
According to Gardner (1985), there are five key characteristics of attitude relevant to second language learning First, attitudes encompass both cognitive and affective elements, incorporating feelings and emotions Second, attitudes are dimensional rather than bipolar, highlighting a spectrum of favorability Third, they predispose individuals to act in specific ways Furthermore, attitudes are not innate or genetically determined; they are acquired through experience Lastly, attitudes can be modified over time based on new experiences.
Various factors significantly influence students' attitudes and their language learning processes According to Conteh (2002) and supported by several applied linguists, key elements include social context, learner personality traits such as self-confidence, risk-taking, and anxiety, as well as the overall learning conditions, processes, and outcomes These factors collectively shape students' attitudes toward second language acquisition.
Attitude significantly influences students' behaviors and inner mood, impacting their learning outcomes Gardner (1985) identified attitude as a key factor in foreign language learning, suggesting that the effort students invest is partly determined by their attitudes Starks and Paltridge (1996) emphasized the close relationship between language acquisition and attitudes towards the language Weinburgh (1998) further highlighted that attitudes affect achievement, asserting that positive attitudes lead to greater success in learning A positive orientation towards language learning fosters an environment where learners can thrive, making attitude a crucial component in the language acquisition process (Chamber, 1999).
According to Bui and Channarong (2013), students with positive attitudes towards speaking English are more likely to engage in speaking activities and utilize effective strategies to overcome conversational challenges Conversely, learners with negative attitudes tend to participate less in these activities and demonstrate lower oral proficiency Their lack of self-confidence in their speaking abilities further discourages them from using the language.
In short, the concept of attitude in language learning comprises learners’ opinions, feelings and the way they behave in learning process It is indicated to be a
18 crucial factor affecting the success and achievement in language learning and teaching.
Merits of task-based language teaching for students’ speaking
Implementing tasks in speaking activities offers several benefits that enhance key components such as fluency, vocabulary, grammar, pronunciation, coherence, and cohesion.
Task-Based Language Teaching (TBLT) emphasizes task completion, encouraging learners to focus on conveying their message, which enhances their speaking fluency While working on tasks, learners utilize their own language, prioritizing meaning over form, and engage in negotiation to clarify unfamiliar language and procedures necessary for achieving task objectives This approach not only fosters fluency in speaking but also aids in language acquisition Additionally, tasks often require the integration of multiple language skills, providing learners with increased opportunities to practice speaking alongside other skills, thereby improving their overall speaking competence.
Task-Based Language Teaching (TBLT) enhances speaking performance by focusing on vocabulary, grammar, and pronunciation As noted by Larsen-Freeman and Anderson (2001), TBLT, a progression of Communicative Language Teaching, emphasizes both form and communication, prioritizing meaning while allowing for targeted vocabulary and grammar review through consciousness-raising activities (Willis & Willis, 2007) This approach encourages students to explore language based on their needs, utilizing linguistic knowledge from their own or peers' work rather than solely relying on textbooks Additionally, engaging in tasks increases students' exposure to a variety of lexical phrases, collocations, and language patterns (Safitri & Dewanti, 2020).
While pronunciation mistakes in tasks are generally accepted, learners can benefit from constructive feedback provided by teachers and peers through peer assessment This process enables them to identify their learning needs and self-correct, as tasks are designed with clear outcomes that help evaluate their communicative competence (Ellis, 2003; Finch, 1997).
Tasks significantly improve students' speaking skills, particularly in coherence, fluency, and discourse (Sayer, 2005; Slimani-Rolls, 2005) Upon completing a task, learners have the opportunity to plan their oral reports, which promotes a focus on both language form and speech organization To deliver a successful presentation, students must prepare their content thoroughly while ensuring cohesion and coherence throughout their speech.
2.2.3.2 Learners’ attitudes in speaking learning
Task-Based Language Teaching (TBLT) is known to improve students' positive attitudes towards speaking skills Its key features foster confidence and motivation during speaking classes, making the learning experience more engaging and effective.
In task-based language teaching (TBLT), the primary focus is on meaningful communication, allowing students to make mistakes without fear as they work towards task completion To enhance learning motivation, it is crucial for teachers to provide adequate language input before students engage in output tasks (Wen and Lin, 2020) Additionally, students can seek support from teachers who possess the necessary linguistic knowledge, ensuring that the right information is given at the right time (Ellis, 2003) This approach fosters greater confidence and motivation in students when speaking.
Increasing the amount of learner participation during group and pair activities can enhance task completion and help students overcome shyness This approach encourages a habit of sharing among learners, fostering a more interactive and engaging learning environment, as supported by research from Ur (1996), Zacarian (1996), Finch (1997), and Ellis.
(2003), doing tasks collaboratively and cooperatively in groups helps improve students’ motivation and confidence in speaking since they may feel more secured to
Task-based learning techniques can significantly boost student motivation by creating an engaging and dynamic classroom environment As noted by Marsakawati (2016), these methods encourage enjoyable learning activities, which can enhance the overall educational experience.
In 2020, it was emphasized that engaging in collaborative tasks can enhance students' learning motivation by reducing anxiety This peer interaction not only fosters a supportive learning environment but also aids in the retention of the language skills they have acquired.
Task-Based Language Teaching (TBLT) enhances learners' motivation in speaking by shifting the focus from teacher-centered to learner-centered approaches By allowing students to choose their language and methods for completing tasks, TBLT encourages independent exploration of useful language, ultimately boosting their self-confidence.
2000) Ahmed and Bidin (2016) claimed that TBLT was one of the most interesting and learner-centered approaches enabling students to utilize their existing linguistic resources.
Meaningful tasks that relate to real-life situations give students a sense of purpose in achieving their goals This connection fosters intrinsic motivation, as students experience feelings of competence and self-determination, which are internally rewarding.
Task-based language teaching (TBLT), also referred to as task-based language learning (TBLL) or task-based instruction (TBI), emphasizes the importance of engaging students in meaningful, real-life tasks According to Skchan (1996), this approach motivates learners by allowing them to acquire language skills through the completion of purposeful activities.
Procedures for applying task-based language teaching
21 bellowed consists of three main phases: pre-task, task cycle and language focus, corresponding with the focus sequence of three language dimensions: meaning, use, and form.
Introduction to topic and task
The teacher engages the class by discussing the topic, emphasizing key vocabulary and phrases, and guiding students to comprehend task instructions and prepare effectively Additionally, students have the opportunity to listen to recordings of their peers completing similar tasks.
Students do the task, in Students prepare to Some groups present pairs or small groups | report to the whole class | their reports to the class,
Teacher monitors from a | (orally or in writing) how or exchange written distance they did the task, what reports, and compare they decided or results. discovered.
Students may now hear the recording of the others doing a similar task and compare how they all did it.
Teacher conducts practice of new words, phrases and features of the textor | patterns occurring in the data, either during or after the analysis.
Figure 0 Components of TBLT framework by Willis (1996, p 24)
In pre-task phase, Willis (1996) suggested that topic and task should be introduced to learners along with the activating their related-topic language.
The article outlines three key components for effective topic introduction in education: defining the topic area, identifying relevant topic language, and presenting the task Initially, educators should help learners understand the topic, which may include fields like family, possession, or travel Following this, it is essential to pinpoint the specific language that students will need to successfully engage with the task, without overwhelming them with excessive vocabulary.
To enhance students' confidence and provide support, it is essential to activate their existing knowledge of specific grammatical structures Engaging language activities, such as classifying words, identifying the odd one out, matching phrases to images, memory challenges, brainstorming, and mind mapping, can effectively involve all learners and stimulate their interest Following these activities, a clear task introduction is crucial to ensure that students understand the objectives, requirements, and expected outcomes This introduction should outline how to start the task, individual responsibilities, time limits, and the process upon completion Effective methods for introducing tasks include allowing students to read instructions independently, demonstrating with proficient peers, or using audio or video recordings of fluent speakers.
The pre-task phase, although typically the shortest in a framework lasting between two to twenty minutes, necessitates thorough preparation to ensure task success Whether teachers opt for tasks from a course book or create their own, they must allocate time to prepare effectively This preparation may involve sourcing appropriate visuals, developing vocabulary-building strategies, or recording fluent speakers performing the tasks, as emphasized by Willis (2009).
According to Willis and Willis (2009), the initial stage of language learning allows students to grasp meanings without focusing heavily on grammar, which reduces anxiety related to making mistakes This approach encourages learners to tap into their existing knowledge, ultimately enhancing their fluency and the development of ideas during speaking activities.
In this phase, learners engage in collaborative tasks using their existing language skills, followed by planning for their reports and receiving feedback afterward This process is structured into three key stages: task execution, planning, and reporting.
In the task stage of language learning, the emphasis is placed on meaning rather than the form of language, allowing students to engage independently while teachers monitor and assist as necessary Teachers ensure that all groups understand the task objectives, encourage participation, overlook minor language errors, and only intervene during significant communication breakdowns According to Ellis (2009), this stage promotes the use of prior knowledge as learners work in pairs or small groups to achieve their goals González-Lloret (2020) highlights that collaborative tasks foster a sense of connection and reduce isolation among students Niemeier (2017) adds that this student-centered approach enhances language acquisition, with teachers providing support only when essential By prioritizing task completion and meaning, this stage aids in developing fluency and communication strategies, while students also expand their vocabulary and grammar through interaction with peers.
In the planning stage of the task cycle, students prepare to present their findings to the class, which is a crucial phase of the process Teachers play a key role by clearly outlining essential aspects of the report, including its purpose, intended audience, format, available resources, and time constraints This stage allows for a supportive environment where students can make mistakes as teachers act as observers and language advisors, fostering a constructive learning experience.
Learners benefit from guidance that helps them articulate their thoughts clearly (Willis, 1996) This preparatory stage fosters collaboration among students, boosting their confidence and reducing anxiety for future presentations (Anjum et al., 2019) As they engage in this process, students become more conscious of the language structures they intend to use and the organization of their speeches, focusing on coherence and cohesion to deliver effective reports.
The report stage marks the conclusion of the task cycle, where students present their findings in either spoken or written form, tailored to the class's level and task type During these presentations, students receive valuable feedback from peers and teachers, which is crucial for fostering motivation and self-esteem Positive reinforcement encourages students to improve their efforts in future tasks Teachers play a key role as facilitators, introducing presentations, setting listening objectives, organizing the sequence of speakers, and summarizing the session This stage emphasizes both fluency and accuracy as students reflect on the language they prepared earlier Additionally, peer assessments and observations help learners identify and correct pronunciation errors while enhancing their vocabulary and grammatical skills.
The language focus phase is the final step in the learning process, allowing learners to concentrate on language form after grasping its meaning and application in earlier stages This phase is divided into two key components: analysis and practice, providing a comprehensive approach to language learning.
Analysis activities are designed to enhance students' awareness of language form and usage at their individual pace By engaging in these activities, learners can identify key language features when encountered in various contexts, both in and out of the classroom, leading to a deeper understanding of the language.
According to Willis (1996), there are 25 meanings and uses of features in language learning Long (2000) emphasizes that form-focused activities should emerge organically during meaning-based instruction rather than being pre-planned These activities aim to raise awareness of language forms while remaining contextually relevant, rather than presenting isolated language items Students are encouraged to identify and engage with familiar language forms within meaningful contexts during the learning cycle.
According to Willis and Willis (1996), language form analysis activities should be complemented by oral or written practice and dictionary work It is essential for students to take time to note down language elements, which aids in vocabulary acquisition Van den Branden (2016) highlights that "focus on forms" in Task-Based Language Teaching (TBLT) involves teaching linguistic items within communicative activities This focus enhances learners' language proficiency and accuracy (Ellis & Shintani, 2013), allowing them to notice essential vocabulary and grammar structures Consequently, students significantly improve their speaking skills through the development of their lexicon and grammatical structures.
In the practice stage, learners build confidence by engaging in activities that reinforce language items from previous texts, as outlined by Willis (1996) These activities can be oral or written, conducted individually, in pairs, or in groups, and may take the form of team competitions or whole-class exercises It is essential to incorporate both mechanical and meaningful practices, including common methods such as repetition, listening and completing tasks, gapped examples, progressive deletion, and sentence unpacking Throughout this phase, the emphasis is on accuracy, with teachers correcting all linguistic errors as noted by Thaler (2012).