Task-based language assessment: a compatible approach to assess the efficacy of task-based language teaching vs. present, practice, produce

Task-Based Language Teaching has been developed in response to the teacher-dominated, focus-on-forms methods such as Present, Practice, Produce (PPP). The body of literature is replete with studies examining learning efficacy PPP approach versus TBLT; however, these did not use assessment tasks comparing two methods. To this end, present study used an Assessment Task, a Grammaticality Judgment Test (GJT), and Elicited Imitation (EIT) compare TBLT. Thirty-four lower-intermediate English language learners Iran were randomly assigned TBLT, PPP, Control groups. results revealed that performance TBLT on GJT EIT significantly improved from pre-assessment post-assessment, while group show any significant improvements tests. Results indicated only made substantial TBLA groups’ improve.