examining the roles of picture-based storytelling, description-based drawing, and song-based-drawing tasks in efl learners’ self-esteem and psychological well-being

This study strived to determine impacts of communicative-task-based instruction on efl learners’ self-esteem and psychological well-being. moreover, it scrutinized these learners’ perspectives on this kind of language instruction. to this end, first, the researchers used purposive sampling to select 40 elementary-level efl learners as the participants. second, they randomly assigned these learners to an experimental group and a control group. third, the researchers administered the farsi versions of the self-esteem and psychological well-being questionnaires of the study to the participants in both of the above-mentioned groups as pretests. fourth, they provided the learners in the experimental group with communicative-task-based instruction using picture-based storytelling, description-based drawing, and song-based-drawing tasks in 18 one-hour sessions. nonetheless, they took advantage of puzzle-based games in the control group. fifth, they administered the above-mentioned questionnaires to the participants anew as the posttests. sixth, they randomly selected 10 of the participants of the experimental group as the participants of the interview sessions and conducted 15-minute interviews with them. the data were analyzed using t-tests and thematic analysis. the results indicated that task-based language instruction significantly ameliorated the participants’ self-esteem and psychological well-being. furthermore, the findings showed that the participants had favorable perspectives on the relevant tasks. the study discusses the relevant implications.