Task-Based Speaking Practice for Employability among Rural Undergraduate Learners

Abstract

Speaking competence has become a major requirement for students who seek employment in a competitive job market. Rural undergraduate learners often complete many years of English study with limited confidence in oral communication. Their difficulty is usually connected with limited exposure, fear of making mistakes, lack of classroom practice, and the absence of meaningful speaking situations. This paper examines the use of task-based classroom activities for improving the speaking skills of final-year undergraduate students. The study gives special attention to fluency, accuracy, vocabulary use, sentence formation, and learner confidence. It also discusses the roles of teachers, learners, and speaking tasks in creating a supportive classroom atmosphere. The experimental activity used in the study was based on introducing oneself and others. Students were guided through pre-task, task, and post-task stages. The activity helped learners move from short and hesitant responses to fuller and more confident speech. The findings suggest that carefully prepared speaking tasks can give rural learners practical exposure to English and prepare them for employability contexts such as interviews, group discussions, self-introductions, and workplace interaction. The study also shows that teacher support, indirect correction, pair work, and repeated practice can create a positive environment for oral language development.