Enhancing Primary School Vocabulary Through Task-Based Learning: A Study of Effectiveness and Challenges

Document Type : Original Research

Authors

1 Beni suef , Egypt

2 Professor Emeritus, Department of EFL Curriculum & Instruction, Faculty of Education, Beni Suef University

3 Associate Professor, Department of EFL Curriculum & Instruction, Faculty of Education, Beni Suef University

Abstract

This quasi-experimental study investigated the effectiveness of using task-based learning (TBL) in enhancing English vocabulary skills among 80 sixth-grade female pupils from two primary schools in Beni Suef Governorate, Egypt. The participants were randomly assigned to an experimental group (n = 40) receiving TBL instruction and a control group (n = 40) receiving regular instruction. A pre-post vocabulary test was conducted on the two groups. Results revealed statistically significant differences (α ≤ 0.05) in post-test scores favoring the experimental group. The effect size was large, indicating a strong and positive impact of TBL on vocabulary development, where tasks effectively facilitated the acquisition of vocabulary through visual aids and contextualized tasks, demonstrating its alignment with prominent learning theories. This study supports the integration of TBL into pedagogical practices for vocabulary instruction, suggesting a shift from traditional rote memorization towards more engaging and interactive learning experiences. The results emphasize the importance of further research exploring the effectiveness of TBL across different age groups, contexts, and task types, while also examining the role of learner motivation and engagement. By embracing TBL and continuously refining its implementation, educators can empower learners to achieve their full language learning potential.

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