Tertiary EFL students taught advanced grammar via task-based instruction outperformed peers taught with explicit form-focused instruction on negotiated written-production scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After one academic term, the task-based experimental group achieved a significantly higher mean achievement score than the form-focused control group. → Saraç 2018

Evidence¶

Saraç 2018¶

Saraç, H. S. (2018). Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching. College Quarterly, 21(1). https://eric.ed.gov/?id=EJ1169343

q2 · i? · causal · r1

Quasi-experimental comparison of two intact course sections (experimental n=27, control n=26) analyzed with an independent samples t-test in SPSS; the article reports "The p value (sig-2 tailed= .000) is less than 0.05" and a mean difference of 12.13248.

"When the mean scores of the experimental and control groups are compared, it is seen that the experimental group achieved a higher mean score (the experimental group = 78.5556 and the control group = 66.4231)."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• College EFL learners taught writing with Willis' task-based framework scored significantly higher on a writing posttest than peers taught by the common method — related
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — related
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — reports the opposite
• Students in the task-based grammar course rated its in-class activities, portfolio development, peer correction and conferences as effective — related