FOSTERING FLUENCY OVER FORM: IMPLEMENTING TASK-BASED LANGUAGE TEACHING (TBLT) TO REDUCE SPEAKING ANXIETY IN MARITIM EDUCATION
DOI:
https://doi.org/10.30822/ncqcm102
Keywords:
Task Based Learning, Speaking confidence, oral fluency, maritime cadetAbstract
This study investigates the impact of a personalized "My Idol" presentation task within a Task-Based Language Teaching (TBLT) framework on the speaking confidence and oral fluency of maritime cadets. Operating within a highly regimented academy environment, these vocational learners frequently experience severe speaking paralysis. Using a qualitative case study design, this research examined cadets across port management and maritime transportation programs. Data were gathered through classroom observations, audio-visual recordings, and open-ended questionnaires during the instructional cycle. The findings reveal that the task successfully lowered the cadets' affective filters, mitigated speaking anxiety, and significantly accelerated spontaneous oral fluency. By decoupling basic communicative fluency from complex technical jargon through a high-familiarity topic, the intervention effectively disarmed the students' psychological defense mechanisms. Additionally, the integration of delayed feedback facilitated deep grammatical internalization during the post-task stage without interrupting the communicative flow. This study provides a clear pedagogical justification for a sequential, scaffolded paradigm in vocational language training, proving that psychological security and communicative intent must precede structural accuracy to ensure sustainable professional readiness
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References
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