The Effect of Using a Technological Authentic Task-Based Approach on Enhancing EFL Secondary Stage Students’ Language Use

Abstract

The study aimed to design a technological authentic task-based program to enhance EFL secondary stage students’ language use. The design of the present study was based on the one-group, mixed research design. Participants of the study were a class of 1st year, secondary stage students (n=30) in Al-Khansaa' governmental secondary school for girls, Al-Salam administration, in the academic year 2021/2022. The study utilized the following instruments and materials: a pre/post language use test, a rubric for measuring language use, a study program and interview questions after treatment. Then, the researcher designed the study program based on a technological authentic task-based approach. In this study, the researcher used some technological devices as online authentic language materials to expose participants to use language in various contexts. They received training on language use through the proposed program based on a technological authentic task-based approach. The participants’ scores on the pre and posttest were statistically analyzed, using t-test and effect size. A qualitative analysis of the participants’ performance was also conducted. Results revealed that using a technological authentic task-based approach was effective in enhancing the 1st year secondary stage students’ language use.