The Effectiveness of Globalized Task-Centered Language Instruction on EFL Learners’ Sustainable Motivation and Syntactic Proficiency

Abstract

This study investigated how task-based language instruction affected Saudi EFL students' sustainable motivation and grammatical proficiency. 60 participants were ultimately chosen after a homogeneity exam (OQPT) was given to 100 EFL learners in order to achieve the study's goals. They were then split into two groups: the control group and the experimental group. As a pre-test, they were given a validated researcher-designed syntactic proficiency test that covered the topics that were planned to be covered in both groups before the treatment began. Furthermore, both groups received a motivation survey before and after the therapy sessions. The treatment group (i.e., experimental group or Exp. G.) was given a treatment that involved teaching grammar through the employment of task-centered language instruction, while the control group (Cont. G) received conventional instruction, involving teaching grammatical structures through instruction on drills suggested by the instructor. The same researcher-designed grammar exam was given to both groups as a post-test following the completion of 12 therapy sessions. The Paired and Independent Samples t-test was employed to assess the data collected. The results demonstrated that the experimental group greatly outperformed the control group in terms of performance. The experimental group typically performed much better than the control group. The results of the motivation questionnaire also indicated a substantial difference between the two groups’ motivation after the post-test. The results suggested that motivation in the experimental group (Exp. G) greatly increased. The findings implied that task-centered language instruction could be applied in EFL classes to strengthen learners’ grammatical skills.