Using Task-Based Language Instruction (TBLI) to Improve Preparatory Stage Pupils' Communicative Grammar Performance | ||||
| المجلة التربوية لکلية التربية بسوهاج | ||||
| Article 24, Volume 77, Issue 77, September 2020, Page 37-78 PDF (955.99 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/edusohag.2020.107364 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Nadia Lotfy Abd El-Hallim* 1; Mona Salah Abdallah* 2 | ||||
| 1Lecturer at the Faculty of SpecificEducation Zagazig University | ||||
| 2Lecturer at the Faculty of Specific Education Zagazig University | ||||
| Abstract | ||||
| The aim of the study was to improve preparatory stage pupils' communicative grammar performance using task-based language instruction. The study problem was the low scores of the first year preparatory stage pupils' communicative grammar performance obtained from the pre-research. The participants of this study consisted of (N=60). Pupils enrolled at the first year preparatory stage at Kafr-Saqr Preparatory School for Girls, Sharkia Governorate, Egypt, in the academic year (2018-2019). They were randomly divided into two groups: Experimental group (N=30), and control group (N=30), during the treatment period, first-group participants received task-based language instruction, while second-group participants received instruction through traditional method. Firstly, pupils were administered a pre-test, then a post-test was administered to evaluate whether the progress between pre and post-test results were meaningful or not. The analyzed results clearly demonstrated the significance contribution of Task-Based Language Instruction to the EFL first year preparatory stage pupils' communicative grammar performance. Hopefully, these findings would be beneficial to those studying and teaching English to L2 learners. | ||||
| Keywords | ||||
| Task-Based Language Instruction; Communicative Grammar Performance | ||||
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