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The main objective of this study is to examine the effect of task-based instruction on students’ English vocabulary skill improvement. Therefore, the totals of 72 students were selected using cluster sampling method from grade10 students of Aburamo Secondary School. Thirty- six of them formed the treatment group and the remaining thirty-six students assigned to form the comparison group. Then, the pre-test was given for both groups to measure whether there was significant difference between previous vocabulary performances of the sample students. Since the primary purpose of the study was to see whether students’ vocabulary skill can be improved as a result of the treatment, proficiency tests were used. The pre-test result showed that there was no statistically significant difference between the vocabulary performance levels of the two groups t (70) = -0.210, P value (0.834)>alpha (0.05). Following the pre-test results, the treatment group and the comparison group were taught through task-based instruction approach and the conventional approach respectively. Eventually, vocabulary proficiency post-test, after eight weeks training, was conducted for both groups. Then, independent samples t- tests were computed and in the post-test score it showed statistically significance difference between the scores of treatment group and comparison group, t (70) = 5.610, p<0.05. Descriptive statistics and independent samples t-test were used to compute and analyze the results of the two groups. And the results revealed that the study group outperformed the control group significantly (p<0.05. Instead, the alternative hypothesis is drawn for conclusion in that teaching vocabulary through task-based instruction is effective. The findings of this research go in consistent with other findings such as Al-Olaimat (2012); Murad (2009); Lopes (2004); Deb (2006) and Torky (2006).
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