THE EFFECTS OF TASK-BASED ACTIVITIES ON THE GRAMMAR RETENTION OF EFL HIGH SCHOOL STUDENTS

Vo Hoang Sang, Thai Cong Dan

Abstract


This study investigates the impact of task-based activities on grammar retention among tenth-grade students at Go Den High School in Long An Province, Vietnam. The research aimed to (1) assess how task-based activities influence students' grammar retention, and (2) explore students' attitudes towards task-based learning in grammar instruction. Ninety-two tenth-grade students participated, with the sample divided into two groups based on their pretest scores: an experimental group, which engaged in task-based activities, and a control group, which did not. The study analyzed pretest and post-test scores to measure the effect of task-based activities on grammar retention. Additionally, to gain deeper insights into students' perspectives, informal interviews were conducted with five students. These students were randomly selected and provided valuable feedback on their experiences with task-based activities. Their responses helped clarify how the method impacted both their understanding of grammar and their attitudes toward learning it. The study also utilized questionnaires to gather more comprehensive data on students' overall attitudes toward the method. The findings revealed a significant improvement in grammar retention among students who participated in task-based activities, as well as a positive shift in their attitudes toward grammar instruction. Students reported that task-based activities made learning grammar more engaging, less monotonous, and more memorable. The study concludes by discussing the limitations of the research and offering recommendations for future studies in the field.

 

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task-based activities, grammar retention, attitudes, tenth graders, Go Den high school, Long An Province

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References


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DOI: http://dx.doi.org/10.46827/ejals.v8i2.593

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