A Comparative Evaluation of Task-Based Language Teaching Approaches in L2 Acquisition: Insights from Experimental Data

Abstract

This study investigates the efficacy of various task-based language teaching (TBLT) approaches in second language (L2) acquisition. Employing a mixed-methods design, the research involved 200 participants divided into four groups, each exposed to distinct TBLT methodologies. Quantitative data were collected through pre- and post-tests assessing linguistic proficiency, while qualitative insights were gathered via participant interviews. Findings reveal that certain TBLT strategies significantly enhance vocabulary retention and syntactic complexity, with statistical analyses indicating p-values < 0.05 for relevant metrics. This research contributes to the pedagogical discourse by offering evidence-based recommendations for optimizing TBLT in educational settings, addressing existing gaps in the literature regarding comparative effectiveness of these approaches.