Reticence in ESL speaking amongst undergraduates in developing countries has become a matter of concern. According to Lile (2002), “retaining motivation in ESL class room is one of the biggest obstacles that language teachers/instructors and lecturers encounter and behavioral problems in the classroom often or always seem to be linked to the lack of motivation”. When it comes to ESL speaking, students are not only de-motivated in the classroom but are often anxiety driven and taciturn at all spheres in their education cycle. Many instructors have expressed their frustrations to find out the reasons for the reticent behavior and work out suitable strategies to help students with such behavior (Soo & Goh, 2013). CTBSAs are introduced as a solution to this problem in many instances. It facilitates student-centered learning by motivating the students to work together during various tasks and by deviating from the traditional teacher-centered learning environment. Group activities are encouraged when being involved in CTBSAs. Bruners Scaffolding Theory is incorporated in the research as it addresses the positive impact that is brought out via the scaffold assistance provided by a peer or a well-known other to master ESL when socializing and interacting with the peers while interactively engaging in the CTBSAs. The theory can be applied to enhance language motivation in the ESL classroom. The main objective of the research paper is to discuss how CTBSAs can improve language learners’ motivation and speaking confidence in the ESL classrooms and how the eclectic method can be used when teaching CTBSAs. The positive and negative effects of CTBSAs and their impact on the undergraduates communication confidence in the Asian context will be analyzed in the research by incorporating other literature.

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Wijetunge, M. T. N. (2016). Using communicative task-based speaking activities to enhance ESL speaking motivation in undergraduates. International Journal of Humanities, Arts and Social Sciences, 2(6), 203-208