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The Impact of Task-based Language Teaching on Learning English Grammar at Secondary School Level

Year: 2025

Type: conference-paper

Abstract: This article outlines an action research experiment that looked at how Task-Based Language Teaching and various writing styles affected public school students' writing skills. The study used an intervention Research approach with three stages: diagnosis, intervention, and evaluation. During the diagnostic stage, it was determined that participants' writing skills needed to be improved in order to meet the competency standards set by the Common European Framework of Reference for Languages and the Ministry of National Education criteria.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.14913454

Author: To'ychiyeva Shokhsanam Abdulxodi qizi

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W6893166502

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