The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners

Abstract

Many pedagogical studies have concentrated on the problem of task-based language education and its impact on the English learning and teaching process. The process of teaching and learning English, including grammar, has been facilitated and improved as a consequence of Task-Based Language Teaching (TBLT). The aim of the current study is to determine how task-based language education affects students’ understanding of grammar. Over the course of eight weeks, it was studied by 70 students in the 12th grade. Students initially take a pre-test to gauge their proficiency and determine if the experimental and control groups are homogeneous throughout the process. The study, particularly the grammatical structures education procedure, is launched when it is discovered that the students’ pre-test results did not produce any conclusive conclusions.A post-test is administered to learners at the conclusion of the instructional process to determine whether or not the differences between the pre- and post-test findings are relevant. The experimental students’ knowledge of grammar improves dramatically as a result of TBLT. In this study, task-based language education in grammar instruction produces more significant outcomes than conventional language teaching methods.