ASSESSING THE EFFECTIVENESS OF SPEAKING TASKS USED IN GRADE 12 PREPARATORY SCHOOLS

dc.contributor.author	WORKELEUL, YAREGAL
dc.date.accessioned	2017-07-18T03:45:43Z
dc.date.available	2017-07-18T03:45:43Z
dc.date.issued	2017-07-18
dc.identifier.uri	http://hdl.handle.net/123456789/7379
dc.description.abstract	This study assessed the effectiveness of speaking tasks used in grade 12 preparatory schools. To this end, quantitative and qualitative analyses were made to examine the relevance, ,/' manageability, familiarity, and level of difficulty of the speaking tasks. In order to get teachers and students perceptions on the relevance, manageability, familiarity, and level of difficulty of the speaking tasks, questionnaires were completed and results were <, analyzed To substantiate the data gained through questionnaires, interviews and classroom.. observations were employed The overall result of the questionnaires revealed that the language used in the tasks is too difficult to be understood by students. Therefore, in order to help students improve their oral proficiency, teachers are recommended to use enrichment materials as supplementary to the text book. In addition, course book writers and curriculum developers should re-examine the speaking tasks to minimize the prevailing problems.	en_US
dc.subject	Education in TEFL	en_US
dc.title	ASSESSING THE EFFECTIVENESS OF SPEAKING TASKS USED IN GRADE 12 PREPARATORY SCHOOLS	en_US
dc.type	Thesis	en_US