Effects of language-oriented vs meaning-oriented instruction on pre-vocational learners’ EFL oral skills

Pre­vocational learners in grade 9 (n=155) received speaking lessons that differed in focus (language structures vs interactional strategies), lesson phasing (PPP vs TBLT), and type of task (guided role plays vs information gap tasks). Effects of condition on Task Achievement and Interactional Ability in post­test speaking tasks were found.