The Effect of Collaborative Task-based Language Teaching on the Acquisition of Subordinating Conjunctions among Iranian EFL Learners

This study aimed to investigate the effect of collaborative task-based language teaching on the acquisition of subordinating conjunctions among Iranian EFL learners. To this end, a quasi-experimental design with a pretest and posttest was utilized, and ۸۰ female Iranian EFL learners, studying at Home of Language Institute, in Hamedan, Iran were selected from among a general population of ۹۴ learners based on a double-stage convenience sampling. Then, they were randomly divided into two groups: an experimental group and a control group, each one consisting of ۴۰ female intermediate learners. The experimental group was taught the subordinating conjunctions through collaborative task-based language teaching and the control group received instruction through traditional method, each group for eight sessions. After completing the treatment as well as collecting and analyzing the necessary data, applying the statistical operation of gain score comparison revealed that there was a statistically significant difference between the performances of the two groups in favor of the experimental group. The results showed that the experimental group had a better performance and got higher scores on the grammatical test of subordinating conjunctions in comparison to the control group. Overall, the findings showed that collaborative task-based language teaching had a positive effect on the acquisition of subordinating conjunctions as an important aspect of English language grammar and thus can enhance the writing skill of the learners in the long run. This conclusion bears significant implications and applications for all the stakeholders in the field.

کلیدواژه ها:

Collaborative Task-based Language Teaching ، Subordinating Conjunctions ، Iranian EFL Learner ، grammar acquisition ، Writing skill