Improving Grade 8 Students’ Grammatical Competence in Filipino through Task-Based Language Learning Strategy

This study investigated the effectiveness of Task-Based Language Learning (TBLL) in improving students’ grammatical skills in Filipino at Valencia National High School in Valencia City, Bukidnon, Philippines. The goal was to find out the level of grammatical competence among students taught with TBLL compared to those taught with traditional methods and to check for any significant differences between the two groups. A quasi-experimental research design was used, with both a pre-test and a post-test for a non-equivalent control group. Two intact sections participated in the study, with a total of sixty (60) students split evenly between the two groups. Respondents were selected through random sampling to ensure fairness. Results showed that students in the TBLL group improved from a moderate level in the pre-test (M = 10.67) to a high level in the post-test (M = 17.67), while the non-TBLL group increased from a low level (M = 9.40) to a moderate level (M = 11.43). Furthermore, an independent samples t-test showed a significant difference between the post-test scores of both groups, t (58) = -10.54, p < 0.001, indicating that TBLL was more effective than traditional instruction. The findings suggest that task-based strategies improve students’ abilities to use grammatical structures in meaningful contexts. This study emphasizes the need to integrate learner-centered approaches in grammar instruction to enhance language learning success.

quasi-experimental design, communicative tasks, grammar acquisition, learner-centered instruction, language proficiency

1. Alieto, E. O. (2018). Language attitudes of Filipino multilinguals toward English. Asian EFL Journal, 20(2), 1–20. [Google Scholar] [Crossref]

2. Allison, J. (2020). Word class development and grammatical accuracy in second language learning. Language Teaching Research. [Google Scholar] [Crossref]

3. Bala, J. M., & Anudin, A. G. (2022). Language proficiency and academic performance of Filipino learners in secondary education. Journal of Language Teaching and Research, 13(6), 1200–1208. https://doi.org/10.17507/jltr.1306.12 [Google Scholar] [Crossref]

4. Bernardo, A. S., & Madrunio, M. R. (2015). A framework for designing a Philippine English-based pedagogic model for teaching grammar. Asian Journal of English Language Studies, 3, 42–71. [Google Scholar] [Crossref]

5. Bygate, M. (2015). Domains and directions in task-based language teaching. System, 49, 10–20. https://doi.org/10.1016/j.system.2015.01.010 [Google Scholar] [Crossref]

6. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/1.1.1 [Google Scholar] [Crossref]

7. Cruz, J. C. (2013). Grammar instruction and communicative competence of Filipino learners. Philippine ESL Journal, 11, 1–15. [Google Scholar] [Crossref]

8. Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. https://doi.org/10.1177/1362168816628627 [Google Scholar] [Crossref]

9. Li, X. (2012). Effects of communicative grammar instruction on second language development. System, 40(1), 21–30. [Google Scholar] [Crossref]

10. McManus, K. (2012). Learner errors in grammatical modifiers: A developmental perspective. Applied Linguistics Review, 3(2), 45–60. [Google Scholar] [Crossref]

11. Nunan, D. (2004). Task-based language teaching. Cambridge University Press. [Google Scholar] [Crossref]

12. Rogers, A. (2016). Grammar instruction and learner difficulties in second language acquisition. ELT Journal, 70(3), 1–10. [Google Scholar] [Crossref]

13. Saluta, M., et al. (2024). Grammar instruction and Grade 8 learners’ grammatical performance in Filipino. Journal of Instructional Practices. [Google Scholar] [Crossref]

14. Subillaga, R. (2025). Instructional approaches in teaching Philippine language grammar. Philippine Journal of Education. [Google Scholar] [Crossref]

15. Torres, J. M., & Alieto, E. O. (2019). Grammatical acceptability among Filipino learners. Asian EFL Journal, 21(2), 100–115. [Google Scholar] [Crossref]

16. Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study