THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNING ENGLISH GRAMMAR AT SECONDARY SCHOOL LEVEL

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.