Advances in Language and Literary Studies - Vol 11 - Issue 1 - Improving EFL Learners’ Oral Production through Reasoning-gap Tasks Enhanced with Critical Thinking Standards

Oct 15, 2026

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This study designs and implements a speaking task model grounded in Task-Based Language Teaching (TBLT) and Critical Thinking (CT). It examines how critical thinking standards influence students’ oral performance across fluency, accuracy, and complexity using a non-treatment versus treatment experimental design. Data from 16 English Language Teaching students come from a task rubric, speech samples, and semi-structured interviews. Results show reasoning-gap tasks with intellectual standards improve oral performance, with statistically significant MANOVA differences in accuracy and complexity. Participants report positive views about learning and speaking outcomes supported by critically enhanced tasks.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Task-based language teaching and learner-centered communication

Criteria for a “task” in TBLT

Integrating critical thinking into task-based speaking

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Improving EFL Learners’Oral Production through Reasoning-gap Tasks Enhanced with Critical Thinking Standards: Developing and Implementing a Critical TBLT Model, Pre-Task Plan, and Speaking Rubric
Zeynep Yaprak1*, Fatma Kaya
1The Department of Foreign Language Education, Dicle University 21280 Sur/Diyarbakır, Turkey 2The Department of Foreign Language Education, Dicle University 21280 Sur/Diyarbakır, Turkey Corresponding Author: Zeynep Yaprak, E-mail: [zeynep.yaprak@dicle.edu.tr](zeynep.yaprak@dicle.edu.tr) | | | --- | --- | | ARTICLE INFO | ABSTRACT
This study aims to design and implement a speaking task model following the principles ofTaskBased Language Teaching (TBLT) and Critical Thinking (CT). The study mainly investigated to what extent the use of critical thinking standards had an impact on the students’oral performance with respect to the linguistic trilogy of fluency, accuracy, and complexity. Experimental research design was conducted to examine the differences in research foci between the non-treatment and treatment groups. Data were drawn from 16 students of the English Language Teaching department and collected through the designed task rubric, speech samples, and semi-structured interview protocols. The findings indicated that adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on the oral performance of the speakers of the target language. Additionally, concerning two linguistic dimensions of accuracy (p=.00) and complexity (p=.00), MANOVA results showed a statistically significant difference between two main research groups. Based on the semi-structured interview findings, all participants in the treatment group reported positive views regarding their learning experiences and oral performance supported with critically enhanced reasoning-gap tasks. This study proposes language teachers a synthesized TBLT model enhanced with critical thinking standards. With this task model, suggested pre-task plan, and speaking rubric, they can boost their students’ intellectual agility and make them more intellectually and linguistically active in their oral performance. | | Article history
Received: October 04, 2019
Accepted: December 21, 2019
Published: February 29, 2020
Volume: 11 Issue: 1
Advance access: February 2020 | | | Conflicts of interest: None
Funding: None | | | Key words:
TBLT,
Reasoning-gap Tasks, Critical Thinking, Oral Proficiency, Fluency,
Accuracy, Complexity | | INTRODUCATION With the emergence of trends in communicative language teaching that aim to design language classrooms to be more interaction-oriented and more learner-centered, task-based language teaching has become an indispensable notion in second language teaching. However, some erroneous beliefs, such as purely aiming for “immediate communication” without taking interlanguage development into account and emphasizing “lexical modes of communication”, have caused misunderstandings and non-productive applications of task-based approaches in the second language teaching and learning process (Bruton, 2005; Shehadeh, 2005; Skehan, 1996) . On the other hand, for more productive outcomes and more active learner participation, which is more conducive to second language acquisition, language needs to be seen as “a meaning system” as well (Shehadeh, 2005) . The critical warnings against pure structuralism and the tendency to overlook the value of meaningful use of language have given rise to significant and innovative practices in second language education. In the quest for more authentic, meaningful language production, and learner engagement, TBLT provides opportunities for learners to practice the target language through real-world tasks (Ellis, 2003; Foster and Skehan, 1996; Nunan, 1989; Prabhu, 1987). Activities in language teaching need to meet some criteria to

FAQs

What is the purpose of the study’s speaking task model?

The study aims to design and implement a speaking task model based on TBLT and Critical Thinking principles. It focuses on how critical thinking standards affect students’ oral performance.

How was the research conducted and what data were collected?

An experimental research design compared non-treatment and treatment groups. Data were collected from 16 students using the designed task rubric, speech samples, and semi-structured interview protocols.

What were the key findings regarding oral performance?

Adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on speakers’ oral performance. MANOVA indicated statistically significant differences in accuracy and complexity between the main groups.

Oct 15, 2026

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