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dc.contributor.authorDo, Thi Huyen Thanh
dc.contributor.supervisorCraig Lamberten_US
dc.contributor.supervisorRhonda Oliveren_US
dc.date.accessioned2021-08-03T04:11:26Z
dc.date.available2021-08-03T04:11:26Z
dc.date.issued2021en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/84948
dc.description.abstract

This study investigates the effects of task-based instruction on EFL learners’ speech production. The study employed an experimental pre-test/post-test design with the participation of 102 Vietnamese EFL learners who were randomly assigned to two task-based instructional groups (input-based task instruction versus combined input-output task-based instruction) and a comparison group. The results indicate that instruction combining input- and output-based tasks was more effective in improving EFL learners’ speech production capacity than the use of input-based instruction alone.

en_US
dc.publisherCurtin Universityen_US
dc.titleThe Effects of Task-Based Instruction on Vietnamese EFL Learners’ Speech Production Capacityen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US
curtin.contributor.orcidDo, Thi Huyen Thanh [0000-0002-0268-6128]en_US


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