[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589711-105":59,"doc-detail-589711-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effect-of-task-based-language-teaching-on-motivation-and-grammatical-achievement-of-efl-junior-high-school-students","The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students","","This study investigates how task-based language teaching influences motivation and grammatical achievement among EFL junior high school students in Ahvaz. A homogeneity test (Oxford Quick Placement Test) selected 80 participants from an initial group of 100, then assigned them to control and experimental subgroups. Pretests used a validated teacher-made grammar test, and motivation questionnaires were administered at the start and end. The experimental group learned grammar via TBLT, while the control group used traditional example-and-drill instruction. After 12 sessions, posttest results and t-test analyses showed the experimental group outperformed the control group and exhibited significantly increased motivation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-task-based-language-teaching-on-motivation-and-grammatical-achievement-of-efl-junior-high-school-students/589711/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-task-based-language-teaching-on-motivation-and-grammatical-achievement-of-efl-junior-high-school-students/589711.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were participants selected and grouped in the study?","Question",{"text":112,"@type":113},"The study used the Oxford Quick Placement Test for homogeneity, selecting 80 students from 100. Participants were then divided into control and experimental groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What teaching methods did the control and experimental groups receive?",{"text":117,"@type":113},"The experimental group received task-based language teaching for grammar, while the control group received traditional grammar instruction using examples and drills proposed by the teacher.",{"name":119,"@type":110,"acceptedAnswer":120},"What instruments were used to measure grammar achievement and motivation?",{"text":121,"@type":113},"Grammar achievement was measured using validated teacher-made grammar tests as a pre-test and posttest. Motivation was assessed through a motivation questionnaire administered at the beginning and end of the study.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589711,1792165291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 2; April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nThe Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students  \nIslam NamazianDost  \nDepartment of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran  \n[E-mail:e.namazi75@yahoo.com](E-mail:e.namazi75@yahoo.com)  \nGhassem Bohloulzadeh  \nDepartment of Law, Central Tehran Branch, Islamic Azad University, Tehran, Iran  \nE-mail: [ghassem_bohloulzadeh1971@yahoo.com](ghassem_bohloulzadeh1971@yahoo.com)  \nAbdolreza Pazhakh (Corresponding author)  \nDepartment of English, Dezful Branch, Islamic Azad University, Dezful, Iran  \n[E-mail: pazhakh@gmail.com](E-mail: pazhakh@gmail.com)  \nDoi:10.7575/aiac.alls.v.8n.2p.243  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.243](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.243)  \nReceived: 13/03/2017  \nAccepted: 28/04/2017  \nAbstract  \nThis research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. Before starting the treatment, a validated teacher-made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre-test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task-based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher-made grammar test as posttest. Data were analyzed by Paired and Independent Samples t-test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task-based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.  \nKeywords: Strategy, Tasked-based Language Teaching (TBLT), Communicative language teaching (CLT), Motivation 1. Introduction  \n1.1 Preliminaries  \nToday, English language not only belongs to the American, British, Canadian, and Australian people, but it is also the language of the whole world. It knows no territories and boundaries and crosses all the borders and occupies them. On the other hand, many people logically think it is incumbent on them to learn English, because it is the language of the Internet and modernity, it has become much more than a school subject to its learners, and also it is a means to exchange experience and information through travel, email, phone and video-conferencing, so it is warmly welcomed by many nations (Cohen, 1990) . We live in the era of information and communication and thus we need to share our new ideas and findings with the people all over the world. Being an internationally recognized language , most publications as well as website materials use English as their means of communication. In Iran, like in many other countries, there is a strong tendency toward learning","cbCaiq1ZUOLIG84W","https://ap.wps.com/l/cbCaiq1ZUOLIG84W","pdf",483013,17,"English","# Abstract\n# Keywords\n# Introduction\n## Preliminaries","[{\"question\":\"How were participants selected and grouped in the study?\",\"answer\":\"The study used the Oxford Quick Placement Test for homogeneity, selecting 80 students from 100. Participants were then divided into control and experimental groups.\"},{\"question\":\"What teaching methods did the control and experimental groups receive?\",\"answer\":\"The experimental group received task-based language teaching for grammar, while the control group received traditional grammar instruction using examples and drills proposed by the teacher.\"},{\"question\":\"What instruments were used to measure grammar achievement and motivation?\",\"answer\":\"Grammar achievement was measured using validated teacher-made grammar tests as a pre-test and posttest. Motivation was assessed through a motivation questionnaire administered at the beginning and end of the study.\"}]","The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students | PDF",1792067979,43]