Effect of Task-Based Learning on EFL Grade Ten Students’ Achievement in English Collocations

Authors

Nofah S. Almawadeh, Department of Curricula and Teaching Methods, Faculty of Educational Sciences, Jerash University, 26150, JordanFollow
Tamara Al-Amadis, Department of Curricula and Teaching Methods, Faculty of Educational Sciences, Jerash University, 26150, JordanFollow
Maha M. Al-Hawamdehis, Department of Curricula and Teaching Methods, Faculty of Educational Sciences, Jerash University, 26150, JordanFollow
Somaya M. Al-Hawamdeh, Department of Curricula and Teaching Methods, Faculty of Educational Sciences, Jerash University, 26150, JordanFollow

Abstract

In this paper, we investigated the impact of task-based learning instruction on the development of English collocation skills among Grade 10 EFL students in a Jordanian secondary school. The 64 participants were divided into a control and an experimental group, with data collected during the first semester of the 2022-2023 school year. The experimental group used task-based instruction, while the control group used a traditional method. Data were collected using FL writing pre- and post-tests and analyzed using descriptive statistics, paired samples T-Test, and independent samples T-Test. The results showed that the experimental group achieved significant improvement in using FL collocations. The study recommends the use of task-based teaching techniques to enhance the achievement of Grade 10 basic secondary school students in using FL collocations.

Recommended Citation

S. Almawadeh, Nofah; Al-Amadis, Tamara; M. Al-Hawamdehis, Maha; and M. Al-Hawamdeh, Somaya (2023) "Effect of Task-Based Learning on EFL Grade Ten Students’ Achievement in English Collocations," Information Sciences Letters: Vol. 12 : Iss. 7 , PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss7/49