ENG: designing and piloting speaking tasks to foster willingness to communicate in a year 8 EFL class

Abstract

This thesis explores the design and piloting of speaking tasks intended to foster willingness to communicate among Year 8 EFL learners (n=3). The study applied a Task-Supported Language Teaching approach and implemented six speaking tasks during regular English lessons over a two-week period in April 2026. Data were collected through classroom observations using a structured observation checklist and learners’ feedback form. The findings suggest that speaking tasks may gradually encourage learners’ oral participation despite challenges related to hesitation, confidence, and limited experience with peer interaction. The study also highlights the importance of scaffolding and task structure in supporting learners’ participation. Keywords: Willingness to Communicate; speaking tasks; Task-Supported Language Teaching; Action Research; materials development