Rethinking Grammar Instruction: A Task-Based Approach in EFL Classrooms

Grammar instruction in Vietnamese EFL classrooms has traditionally followed the Grammar Translation Method (GTM), focusing on rule memorization and translation.However, this method often limits student engagement and communicative development.This study compares the effectiveness of the Task-Based Approach (TBA) and GTM in grammar teaching, while also examining students' attitudes toward TBA.A quasi-experimental design was used with 60 university freshmen divided into a TBA experimental group and a GTM control group.Both groups studied the same grammar topics over four months using different instructional methods.Data were collected through grammar pre-tests and post-tests, alongside a post-treatment attitude survey for the TBA group.Results showed that the TBA group achieved significantly greater improvement in grammar scores and demonstrated more consistent learning outcomes.Students also expressed highly positive attitudes toward TBA, citing increased motivation, enjoyment, and practical language use.The study recommends incorporating TBA into grammar instruction and offering teacher training to promote more communicative, learner-centered classrooms.