Transforming English Learning Through Digital Collaboration: TaskBased Learning with YouTube Peer-Evaluation in Enhancing Speaking Performance

Abstract

The integration of Task-Based Learning with peer-evaluation using social media platforms has emerged as a promising approach in English language education. However, empirical evidence regarding their combined effectiveness in developing speaking abilities remains limited, particularly in business English contexts. This study investigated the impact of implementing Task-Based Learning integrated with peer-evaluation through YouTube platform on students' English speaking abilities. A quasi-experimental design was employed with 60 second-semester students selected from a population of 180 students in English for Business course at Politeknik Negeri Bali, comprising two intact classes randomly assigned to experimental and control groups. The experimental group (n=30) received instruction combining Task-Based Learning activities with structured peer-evaluation through YouTube video submissions, while the control group (n=30) followed conventional teaching methods. Pre-test and post-test measurements assessed speaking abilities using validated rubrics covering six components of oral proficiency. Independent samples t-tests revealed statistically significant differences between groups, with the experimental group demonstrating substantially higher improvement in speaking abilities. The experimental group achieved a mean gain score of 15.2 points compared to 5.8 points in the control group. Statistical analysis confirmed significant differences (t = 14.23, p < 0.001) with a very large effect size (Cohen's d = 3.42). These findings demonstrate that integrating Task-Based Learning with YouTube peer-evaluation significantly enhances English speaking abilities in business education contexts, providing evidence for technology-mediated collaborative approaches in ESP instruction.