Teaching Strategies in Action: Task-Based vs Text-Based Approaches for Grammar Mastery and Motivation

This study examined the comparative effectiveness of task-based and text-based teaching strategies in improving English grammar mastery and learner motivation among first-year Bachelor of Secondary Education major in English students. A comparative intervention design was employed involving sixty participants divided into two groups: one exposed to text-based instruction and the other to task-based instruction over a six-week period. Grammar mastery was measured using a modified grammar test, while motivation was assessed using an adapted Flow State Scale. Results revealed that both instructional approaches significantly improved students’ grammar mastery from pre-test to post-test. However, task-based instruction produced significantly higher post-test gains and demonstrated a larger effect size. Both strategies generated high levels of motivation, with no statistically significant difference between them. Furthermore, no significant relationship was found between grammar mastery and motivation under either approach. The findings suggest that while both strategies are pedagogically effective, task-based instruction yields stronger gains in grammar mastery in tertiary English education contexts.