Investigating the Attitudes of Students and Teachers toward Incorporating TBLT in Grammar Classes for First Year English Students

Abstract

Abstract This study aims to determine the significance of task-based instruction enhances the grammar skills of EFL learners. Two hypotheses are set at the beginning, engaging students in task in grammar classes enhance their learning process and teachers tend to apply traditional approaches rather than Task-Based approach because of time limitation. The study is introduced through both a quantita- tive and qualitative methods, and the sample consists of 74 students enrolled in the first-year Eng- lish language at MCM University of Souk-Ahras, and a total of three grammar teachers from MCM University have also been interviewed. Upon collecting and analyzing the data, the findings show positive results for the implementation of a task-based approach in teaching and learning grammar, along with positive perceptions and attitudes of teaching grammar communicatively using task- based approach held by both teachers and students.