Investigating task-based language teaching as an approach for improving article accuracy in young learners

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sadia Muzaffar Bhutta

Department

Institute for Educational Development, Karachi

Abstract

With the passage of time, pedagogical approaches are being refined to foster effective teaching and student engagement for a better learning experience, especially in the English as a Foreign Language (EFL) context. This study investigates the efficacy of Task-Based Language Teaching (TBLT) in improving Grade VI students’ correct use of articles in writing in a private school in Karachi. Pre-experimental design (one-group pre-test post-test) under a quantitative method was employed to conduct the intervention with 34 Grade VI students in a low-income private school. In order to gauge students’ progress in the correct use of articles, an Article Assessment Tool (AAT) was developed for the context of the study with satisfactory psychometrics, including reliability (Cronbach’s Alpha= 0.8) and Content Validity Index (CVI= 0.86). AAT was employed before and after the intervention to track students’ progress. A 260-minute TBLT intervention was developed as part of the study, which was implemented using Willi’s Framework (1996) over six lessons. 
The results indicated a significant overall difference for the indefinite articles with a large effect size (p< 0.001; r= 0.5). However, no significant difference was observed for the definite article. The result was also split to examine the impact of gender and tuition status on students’ performance when taught through TBLT. It was revealed that girls illustrated a significant improvement with a large effect size (p< 0.001; r= 0.68) for article a, however, no significant difference was observed for boys. For article an, both groups made a significant difference; however, the effect size was large for boys (p< 0.001; r= 0.68) and medium for girls (p< 0.001; r= 0.41). No significant difference was observed for the definite article by any group. Comparison based on tuition status revealed interesting findings indicating a significant difference with a large magnitude (p= 0.00; r=0.7) for tutored students in article a and no significant difference in non-tutored students’ performance. For article an and the non-tutored students made a significant improvement with a large effect size (p=0.004; r=0.6; p=0.02, r=0.5), respectively, whereas no notable change was made by the tutored students. The study highlights that TBLT holds potential in an EFL context like Pakistan; however, alignment with the local context, consistent exposure, and practice are needed to get the maximum benefit of TBLT.

First Page

1

Last Page

114

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