Investigating EFL University Students' Attitudes and Perceptions toward Task-Based Learning in English Syntax: A Case Study of the Faculty of Languages and Translation

Abstract

This study seeks to investigate the EFL university students' attitudes and perceptions toward the use of Task-Based Learning (TBL) in learning English syntax. Furthermore, it attempts to examine the effectiveness of this approach in improving students' understanding of syntax, enhancing classroom participation and performance, and identifying the major challenges associated with the use of Task-Based activities. The data were obtained from a sample of 16 sixth-semester students enrolled in an English syntax course at the Department of English, Faculty of Languages and Translation, Misurata University. Data collection was conducted through a questionnaire administered via Google Form at the end of the semester following the implementation of Task-Based Learning (TBL) in teaching the course throughout the semester. The questionnaire consisted of several sections addressing students' attitudes toward Task-Based Learning, their perceptions of the teacher's role, the effect of this approach on their syntactic performance, and the challenges that may hinder its implementation. The results of this study revealed the effectiveness of using Task-Based Learning (TBL) in teaching syntax. (TBL) had a positive impact on students' attitudes, motivation, and classroom participation. High mean scores and statistical significance showed the effectiveness and acceptance of the methodology. At the time students' understanding of complex grammatical concepts improved, the teacher's role in clarifying tasks, observing progress, and giving feedback was crucial. Challenges such as task difficulty, time limitations, and group discomfort were minimal, although some items related to theoretical understanding of TBL were not statistically significant, emphasizing the need to strengthen conceptual awareness.