the impact of task-based language teaching on the grammar performance of efl junior high school students

In recent decades, new methods and approaches have been developed to solve the challenges of teaching grammar. one of them is task-based language teaching (tblt) which focuses on engaging learners in tasks and attempts to prepare efficient learners to successfully perform and communicate in the real world. this study investigated the effects of task-based language teaching on the grammatical achievement of efl junior high school students in iran, ahvaz. for this purpose, a homogeneity test was conducted among 60 efl junior high school students based on availability and finally, 30 participants were selected. then they were divided into two subgroups of 15 each, namely the control group and the experimental group. after that the experimental group received the treatment, i.e., teaching and learning grammar using task-approach, and the control group received traditional teaching. the treatment group benefited from the tblt by performing various tasks for about eight 45-minute sessions; the control group received the same amount of grammar instruction, implementing traditional teaching. after 8 treatment sessions, a parallel teacher-made grammar test was administered to the two groups as a posttest. the findings concluded that task-based language teaching can be used in english classes to improve iranian efl learners grammar skills.