Asian Journal of Language, Literature and Culture Studies

Oral fluency is integral to language learning, but many students struggle to speak English confidently due to limited speaking opportunities, fear of making mistakes, and a lack of engaging activities that promote spontaneous communication. These challenges can hinder their ability to express themselves clearly and participate in meaningful interaction. In this study, fluency was assessed through four main areas: grammatical, discourse, and pragmatic competence.  Specifically, fluency focuses on the speaker's ability to express thoughts smoothly and continuously, grammar accuracy, and the presence of pauses or hesitations.  Grade 6 learners were chosen because they are at a stage where they can handle structured discussions, are becoming more familiar with academic English, and are expected to engage in more speaking activities in class. They are also beginning to develop critical thinking skills, making them well-suited for tasks that combine thinking and speaking.

Aims: The study examined the effectiveness of Task-Based Language Teaching through Speed Debating in enhancing the oral fluency of Grade 6 students in a Private Grade School in Davao City.

Study Design: The researchers employed a quasi-experimental design, a pretest-posttest design.

Place and Duration of Study: Private Grade School in Davao City, Philippines, during the academic year 2024-2025.

Methodology: A total of 64 students were divided into control and experimental groups. The study employed a mixed-method approach, comparing students taught through TBLT Speed Debating with those taught using Traditional Teaching Methods, with a focus on oral fluency. Data were collected through pretests, posttests, and semi-structured interviews. Quantitative data were analyzed using t-tests, while qualitative interview responses were examined using thematic analysis.

Results: The results suggest that the students in the experimental group, who were exposed to TBLT Speed Debating, showed greater improvement in oral fluency, with a mean score of 8.89. In contrast, the control group, taught using the Traditional Teaching Method, achieved a lower mean score of 4.93, indicating only a modest gain.

Conclusion: Based on the findings from both the experimental and qualitative phases, task-based language teaching has proven to be an effective strategy for improving students' oral fluency, critical thinking, and speaking confidence.