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Effect of Task-Based Learning on EFL Grade Ten Students’ Achievement in English Collocations |
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PP: 3255-3266 |
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doi:10.18576/isl/120749
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Author(s) |
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Nofah S. Almawadeh,
Tamara Al-Amadis,
Maha M. Al-Hawamdehis,
Somaya M. Al-Hawamdeh,
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Abstract |
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| 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.
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