THE RELATIONSHIP OF PERFORMANCE TASKS TO SPEAKING SKILLS OF THE SELECTED 2ND YEAR ENGLISH MAJOR AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

This research explores the relationship between Performance Tasks and Speaking Skills among 2nd-year English Major students at Bestlink College of the Philippines. The study was prompted by the limited availability of Performance Tasks at this academic level, highlighting the need to examine their impact on students’ public speaking proficiency. To analyze this relationship, the researchers employed a quantitative, closed-ended questionnaire approach within a correlational research method. This approach facilitated the systematic collection of data, enabling the identification of connections between Performance Tasks and Speaking Skills. The quantitative analysis provided a solid foundation for drawing meaningful conclusions. A total of 143 respondents participated in the study, with 68% aged 18–20 years old and 76% identifying as female. The correlation coefficient (r = 0.33) indicated a weak positive correlation, meaning that an increase in Performance Tasks had a slight positive impact on Speaking Skills. The study rejected the null hypothesis, confirming a significant relationship between the two variables. The findings underscore the importance of Performance Tasks in enhancing students' public speaking skills, suggesting that integrating more performance-based activities could further improve their proficiency. This research contributes to the language education discourse by offering insights and practical recommendations for educators and curriculum developers. It emphasizes the importance of incorporating performance-based tasks to enhance students’ communication skills and improve speaking proficiency.