The Effect of Using Focused Communication Tasks on Ninth Grade Students' Achievement In English Grammar and their Attitudes Towards English Language Learning

The Effect of Using Focused Communication Tasks on Ninth Grade Students' Achievement In English Grammar and their Attitudes Towards English Language Learning

Jamal Mohammad Ahmad Hamed This study aimed at investigating: the effect of using focused communication tasks on the student's achievement.  The study attempted to answer the following questions: Does using focused communication tasks affect the learner’s achievement in grammar? If yes, on which level? Does using focused communication tasks affect the learners' attitudes towards English Language Learning? The sample of the study consisted of 74 ninth grade students studying in two schools. The schools are mixed i.e boys and girls learn together. The sample was divided into three groups. Each group consisted of male and female students. The students in each group consisted of male and female students. The students in each group were taught by the same teacher but in a different method of instruction. Group one were taught by focused communication task method after receiving some explanations of rules. Group two were taught by focused communications task only. Group three where taught by formal instruction only. The results were analyzed using two way analysis of variance (2x2). L SD test was used to examine the source of difference. The study showed the following results: Using focused Communication tasks has no significant effect on the students' achievement in grammar at conscious level. There were no significant difference in achievement in grammar at conscious level attributed to gender. Jamal Mohammad Ahmad Hamed Supervisor Dr. Suzan Arafat 1998

Zajel / An-Najah National University