Mastering Engineering English: Investigating The Efficacy Of Task-Based Language Teaching In English Grammar Acquisition For Engineering Students

Abstract

The objective of this paper is to present the efficacy of TBLT (Task-Based Language Teaching) in English Grammar Acquisition and communication skill for Engineering Students. The present research work examines engineering students’ ability to endeavour English grammar through Task-Based Language Teaching (TBLT). It is observed that students’ participation increased during the task and the post-task and there is a considerable improvement in English grammar acquisition as a result of the application of TBLT. The students’ qualitative feedback indicates that students feel more confidence in employing English within the class and among the TBLT group. The application of TBLT is so practical and useful in the context of a Government Engineering College undergraduate students, replete with diverse linguistic, academic and socio-economic backgrounds necessities as a result of its course of action specifically benefitting learner-centered, native-like language tasks. The research highlights that TBLT pedagogy is a potential and an innovative English language teaching strategy.