The Effectiveness of Task-Based Grammar Activities in Improving English Grammar Proficiency among University Students in a University in Northern Viet Nam
This study aimed to examine the effectiveness of task-based grammar activities in improving the English grammar proficiency of university students at a university in Viet Nam. Specifically, it compared the grammar performance of students taught through the Task-Based Approach with those taught through the Grammar-Translation Method. The study employed a quasi-experimental pre-test and post-test design […]
