Comparative Study of Task Based Learning and Traditional Methods in ESL Environment in Pakistan

Abstract

The English language classrooms in Pakistan have been working on the basis of teaching models that have been based on grammatical memorization and have led to students who are formally correct but cannot use the language meaningfully. The purpose of this study was to find out if Task Based Learning (TBL) is a more effective method of teaching ESL in secondary schools in the country than the Grammar-Translation Method (GTM) which is still widely used in the country. The study was quasi-experimental pre-test and post-test control group design with two groups of secondary school students, one group taught using task-based approach and the other group taught using conventional approach. This study was quasi-experimental pre-test and post-test control group design with two groups of secondary school students, task-based approach group and conventional approach group. A specially designed assessment instrument was used to evaluate the students' ability in four skill areas: reading comprehension, grammatical accuracy, writing production and spoken fluency. There was similar improvement in receptive skills (reading and grammar). The findings challenge the popular notion that communicative pedagogy is not culturally suitable for Pakistan and propose a possible solution to the reform of the method.