People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Kasdi Merbah Ouargla University

Faculty of Letters and Languages

Department of Letters and English Language

Dissertation submitted in partial fulfilment of the requirement for the Master’s Degree in the field
of English Language and Literature

Major: Linguistics

Task-Based Approach to Teaching Tenses

(Simple Past \ Present Perfect) in Second Year
Case study: Second year students of English at Kasdi Merbah University
Presented and publicly defended by

Dhia Elhak Ghoul

Nacira Kaki

Supervised by

Mr.Djalal Eddine Amrani

Jury

Mr. Ahmad Belarbi KM – Ouargla University Chairperson

Mr. Djalal Eddine Amrani KM – Ouargla University Supervisor
Mrs. Yousra Sediki KM – Ouargla University Examiner

Academic Year: 2021\2022

 Dedication

I would like to dedicate this work to all people who I love. First, to my parents, who
supported me during my academic journey, and they were there with me in happiness
times of failure. And second, to my brothers and sisters and all my family who are
always happy with my successes. Thirdly, I would like to express my great thanks and
gratitude to my supervisor "Mr. Djalal Eddine Amrani" who always motivates me,
follows up on my performance and guides me towards success. Also, I would like to
thank all my friends who have supported me during my work, and I would like to
thank some of the special people in my life who had a special role and a special
inspiration for my research, they encouraged me to continue down the path of
graduation, and they were with me all the years of university. Thank you all for your
support and appreciation for all my efforts.

Dhia Elhak Ghoul

 Dedication
Praise be to Allah who helped us to value this step in our academic career with this
memory, the fruit of effort and success, thanks to God Almighty. I would to dedicate
my work, to my father's pure and pure soul, may Allah have mercy on him. A special
feeling of gratitude to my dear parents, for providing me with unfeeling support, and
continuous encouragement throughout my years of study. I would like to thank our
supervisor for his efforts and contribution to our work To the dearest person in my
life, watching her enlighten my path with continued my studies to the once who
taught me patience and diligence, dear to my heart my lovely mom's the beloved, my
God protect her, and take care of her. And also to my dear brother, Hosine may Allah
preserve him for us and bless him in his family. To my best sister my companion, who
shared moments with me, Randa, and for all family that you have supported me and
are still, brothers and sisters, my God take care of them and guide them.

To all those whom my heart loved and forgotten by my pen.

Nacira Kaki
 Acknowledgements
In the name of Allah, the most gracious, the most merciful; after we managed to finish
our graduation thesis, we would like to extend all greetings, appreciation and thanks
to our supervisor "Mr. Djalal Eddine Amrani" for his continuous support and
motivation, and for being our guide in our research. Also, we would like to thank all
the teachers who accompanied us throughout our years of study at the Department of
English in KMOU, and had a great role in improving our skills and providing us with
knowledge. Thanks are also extended to all the educational family that contributed to
this. We also thank all our classmates who have been the reason for our success.
Without forgetting the students of second year license degree for their courage, and
who participated and contributed to the achievement of our work. Finally, we would
like to thank all our families and friends for their positive comments about our
research and for their moral support in seeing us succeed.
 Abstract
The aim of this research is to investigate the effectiveness and usefulness of task-

based approach for learners in using tenses. In order to reach the mentioned

objectives, an experimental method will be adopted and tested on second year

students of English, License degree – Department of English language at Kasdi

Merbah Ouargla University – Academic year 2021-2022. The final data obtained will

be analyzed to discuss how was the progress of the students in learning and using

tenses through TBA in the experimental method. The research findings show that

task-based approach is highly effective in improving students' level in the use of

tenses, which benefits the students and the teacher.

Key words:

Learning and Teaching Tenses, Task-Based Teaching, Simple Past, Present Perfect,

Experimental Method, Second Year Students

I
 ‫الهدف من هذا البحث هو التحقيق في فعالية وفائدة النهج القائم على المهام للمتعلمين في استخدام‬

‫ سيتم اعتماد منهج تجريبي واختباره على‬، ‫ من أجل الوصول إلى األهداف المذكورة‬.‫األزمنة‬

‫ قسم اللغة اإلنجليزية في جامعة‬- ‫طالب السنة الثانية من قسم اللغة اإلنجليزية بدرجة اإلجازة‬

‫ سيتم تحليل البيانات النهائية التي تم‬.0200-0202 ‫ العام الدراسي‬- ‫قاصدي مرباح ورقلة‬

‫الحصول عليها لمناقشة كيفية تقدم الطالب في التعلم واستخدام األزمنة من خالل النهج القائم في‬

‫ تظهر نتائج البحث أن النهج القائم على المهام فعال للغاية في تحسين مستوى‬.‫الطريقة ال تجريبية‬

.‫ مما يعود بالفائدة على الطالب والمعلم‬،‫الطالب في استخدام األزمنة‬

Le but de cette recherche est d'étudier l'efficacité et l'utilité de l'approche basée sur les

tâches pour les apprenants dans l'utilisation des temps. Afin d'atteindre les objectifs

mentionnés, une méthode expérimentale sera adoptée et testée sur des étudiants de

deuxième année d'anglais, Licence - Département de langue anglaise à Kasdi Merbah

Université Ouargla - Année académique 2021-2022. Les données finales obtenues

seront analysées pour discuter de la progression des étudiants dans l'apprentissage et

l'utilisation des temps par TBA dans la méthode expérimentale. Les résultats de la

recherche montrent que l'approche basée sur les tâches est très efficace pour améliorer

le niveau des élèves dans l'utilisation des temps, ce qui profite aux élèves et à

l'enseignant.

II
 Table of Contents

Dedication

Acknowledgments

Abstract

List of Tables

List of figures

Contents

General Introduction
1.1 Background of the study ……………………………………………………1

1.2 Statement of the Problem …………………………………………………….2

1.3 Purpose of the Study ……………………………………………………….2

1.4 Literature review……………………………………………………………2

1.5 Research Questions………………………………………………………….3

1.6 Research Hypothesis………………………………………………………..3

1.7 Methodology…………………………………………………………………3

1.8 Structure of the Research…………..………………………………………4

Literature Review
2.1 Teaching Grammar…………………………………………………………..5

2.1.1 What is Teaching Grammar? ............................................................5

2.1.2 Strategies of Teaching Grammar…………………………………….6

2.1.3 Spoken and Written Grammar…………………………………………7

2.2 Tense …………………………………………………………………………8

III
 2.2.1 Tenses in English …………………………………………………….8

2.2.2 Teaching Tenses………………………………………………………9

2.2.3 The Simple Past Tense ………………………………………………10

2.2.4 The Present Perfect Tense……………………………………….11

2.3 Task-Based Approach …………………………………………………….12

2.3.1 The Definition of Task-Based Language

Teaching……………………………………………………………..12

2.3.2 The Use of Task-Based Language

Teaching…………………………………………………………..13

2.3.3 Strategies of Task-Based language

Teaching…………………………………………………...............13

2.3.4 Components of Task-Based language

Teaching……………………………………………………. ………14

2.4 The Role of The Teacher and Student in Task-Based language

Teaching……………………………………………………………………..15

Methodology
3.1 Research Methods…………………………………………………………..18

3.2 Research Instruments………………………………………………………18

3.3 Data collection ……………………………………………………………..19

3.3.1 Pre-test .………………………………………………………….….19

3.3.2 Interview …………………………………………………………....20

3.4 Validity and Reliability……………………………………………..……...20

3.5 Data Analysis……………………………………………………………….21

3.6 Results and Discussion….………………………………………………….21

3.6.1 Pre-test Results ………………………………………………….…21

IV
 3.6.2 Description of Student's Interview…………………………….…….23

3.7 Interpretation of the Students' Interview……………………………………28

3.8 Discussion of the findings…………………………………………...……..29

General Conclusion
4.1 Obstacles…………………………………………………………………….32

4.2 Further Research…………………………………………………………….32

4.3 Implications of the Study……………………………………………………33

References………………………………………………………………………….. 35

Appendices

V
 List of Abbreviations

TBA: Task-Based Approach

EFL: English as a Foreign Language

TBLT: Task-Based Language Teaching

CLT: Communicative Language Teaching

KMOU: Kasdi Merbah Ouargla University

L2: Second Language

VI
 List of Figures:

Figure 01: A framework for designing task-based

lessens by Ellis (2003)………………………………………………………………..14

Figure 02: Components of a task according to

Nunan (2004) (p.41)………………………………………………………………….14

Figure 03: Students' participation…………………………………………………..18

Figure 03: Students' progress in using

Simple past tense……………………………………………………………………21

Figure 05: Students' progress in using

present perfect tense………………………………………………………………..22

VII
 List of Tables:

Table 01: Simple past tense (regular verbs) …………………………………………10

Table 02: Simple past tense (irregular verbs)………………………………………...11

Table 03: Students' level in grammar ………………………………………………..23

Table 04: Grammar practice periods………………………………………………....24

Table 05: Students who have difficulties…………………………………………….24

Table 06: The most difficult tenses for the students………………….……………...25

Table 07: Students opinion about TBA………………………………………………26

Table 08: Where does the learner prefer to learn tenses? ............................................27

VIII
Introduction
 General Introduction

1.1 Background of the Study:

Most of the learners have many problems about grammar, which is why EFL

teachers are demanded to help the learners to develop their grammar and be more

competent about it in order to lead them to how to use it properly in English language.

Grammar is the rules by which a language operates, and therefore the implicit

knowledge that speakers of that language have which makes them competent to use

the language, it plays an important role in language teaching, and teachers attempt to

apply many approaches, methods, strategies and techniques to teach grammar to

students in different structures.

Tense is a form of verb that indicates the time or a state of an action and event,

it is a category that expresses time reference. There are 12 tenses derived from the

three main tenses in English: Past - Present - Future. Tense is a fundamental part of

English language, without mentioning its big role in building complex sentences

structures for conveying complex ideas, and if students want to bring clarity into their

communication they have to learn the tenses and their rules in a perfect way.

In order to achieve these objectives a task-based approach will be designed

and applied. Jane Wills defined "A task is an activity where the target language is

used by the learner for a communicative purpose in order to achieve an outcome ". In

English language teaching we use the common method which is task-based language

teaching. Van den Branden (2006) said that TBLT is " an approach to language

education in which students are given functional tasks that invite them to focus

primarily on meaning exchange and use language for real-world, non-linguistic

purposes ". TBLT focuses on activities which engage students, it involves listening,

1
speaking, reading and writing, as well as grammar, vocabulary, pronunciation, and

knowledge of world which students can contribute.

TBLT aligns with theoretical understandings to the processes of language

learning in SLA, it will help the learners to develop their speaking and writing skills

and build their target language and use it to communicate inside and outside the

classroom.

1.2 Statement of the Problem:

EFL learners need to learn tenses because it’s a fundamental part of the

English language; but most of the learners find that using tenses is very confusing

which cause a lot of troubles in learning the language and that is a serious problem for

the learners. For this kind of circumstances EFL teachers are demanded to find the

methods that stand against these difficulties and solve them. Within the framework of

this topic, this study will explore and identify how the task-based approach that

significantly improves the use of tenses for learners.

1.3 The Purpose of the Study:

Through this research our first aim is to find out to what extent TBA to

teaching tenses develops learners speaking skill, then the second one is to see how

teacher of English use TBA in teaching tenses in a grammar session.

1.4 Literature Review:

Many recent studies have focused on the problems of learning tenses and the

difficulties of using them, while there are fewer studies have taken task-based

teaching into consideration and some these researches will be used as sources in the

present study to explain what is already known about teaching tenses using TBA, and
2
fill the gaps. We will evaluate the past studies to know which level have the

researchers reached with their methodologies and how successful they were in order

to extract information and reach the depth of the research.

1.5 Research Questions:

To what extent task-based approach can be effective on the learning process of

tenses?

What are the difficulties that EFL learners face in learning tenses using TBA?

1.6 Research Hypothesis:

In order to answer the mentioned questions these hypothesis are formulated:

The use of task-based approach will enhance the use of tenses whether in spoken or

written form in second year students of English.

Teachers can choose the appropriate TBA to solve problems faced by the learner in

learning tenses.

1.7 Methodology:

In this part we will describe the methods we took to investigate about to what

extent task-based approach can be effective in using tenses. The population of the

study includes a sample of more than 30 students of English, from 2 nd year license.

We have chosen the quasi-experimental method to help us understand the study. Also,

a semi-structured interview and a pre-test were adopted, in order to collect and

analyze data that supports the study. Finally, results and the major findings will be

extracted from the discussion of the students' information in the interview and the pre-

test.

3
1.8 The Structure of the Research :

This dissertation is divided into two chapters. The first chapter is literature

review which gives a general view about task based approach to teaching tenses.

Through this chapter we have two parts: First part is theoretical, in this part we try to

define the concepts of TBA to teaching tenses. We also shed light on the notion of

task, and then we try to show a general view about teaching tenses. We define it and

show how it can be taught; this part covers the functions elements and importance of

teaching grammar and its strategies. The second part is practical; it constitutes the

field work deals with the description and analysis of questionnaire, then activities

which enhance learners.

The second chapter shows the research methodology and we try to achieve the

objectives of this study and introduce the research methods of data collection and

discuss the population who participated in this research, the instructions and the

procedures of analyzing data .finally we will have a discussion of obtained results.

The general conclusion will bring all the findings of the research with the concepts

and theories discussed in chapter one and it answers the research problem with our

perspectives set for the research.

4
 Literature Review

Introduction

This chapter represents the theoretical part of this study. First, it shed the light on

grammar and the teaching strategies, plus, the difference between its spoken and

written form. Second, it defines tenses in English and how to teach them. In addition,

it investigates Task-Based Language Teaching. Finally, it takes a quick review on

previous studies about Task-Based Approach, teaching tenses, and teaching grammar.

2.1 Teaching Grammar

In education system, the aim teaching is to share knowledge and experience with

others, within a discipline, as well as, the supply of motivation to a person's cognitive

and psychological development by another person.

2.1.1 What is Teaching Grammar?

Each language has its own set of grammar rules, and these rules tell us how to use

different types of words and in what order. Grammar in English involves syntax,

tenses (past, present, future), and types of word such as (nouns, verbs, adjectives…).

Hedge (2000), stated that teaching grammar is "presenting grammar" and "practicing

grammar". Learners and teachers can't deny that the role of teaching grammar is very

important, even researchers agree with that. Ellis identified grammar teaching as:

Grammar teaching involves any instructional technique that

draws learners‟ attention to some specific grammatical form in such a

way that it helps them either to understand it metalinguistically and /or

process it in comprehension and /or production so that they can

internalize it‟ (Rod Ellis. (2002). p.84)

5
2.1.2 Strategies of Teaching Grammar:

Before we teach grammar, we should ask ourselves a question: What grammar

should we teach? There are two well-known approaches that teachers use to teach

grammar, according to the age and the level of the learners, which are:

The Inductive Approach:

Nunan (1999) identified the inductive approach as "a process where learners

discover the grammar rules themselves by examining the examples". In this approach

the students identify the rules by themselves, for example, if we show students words

in the simple past, like worked, cleaned, and talked. Than we ask them to identify the

pattern or the rule, of course they would figure out the grammar rule that we add "ed".

After they apply and understand the rule, we give them exercises at the end of the

lesson. The inductive approach encourages the learners to be active and to think, and

as soon as they learn the rule they won't forget it. In the other hand, this way takes

some time to explain the examples to the students.

The Deductive Approach:

Erlam (2003), stated that "The deductive approach is defined as a process that

moves from general to specific". In this approach, we focus on the instruction before

practice; we start with showing the students the rule. Then, we give them examples to

clarify the rule, after that, students will learn to use and apply the rule. Finally, we

have to give them exercises. In this way, we won't waste any time in explaining the

rule to the students as they would came up with it faster. The deductive teaching

respects the intelligence and maturity of the learner, it's also very useful for adult

learners, how prefer a detailed explanation of a grammatical concept. But this

approach has some disadvantages, such as, the students depend completely on the

6
teacher, they don't bother trying to think or figure out with themselves, without

mentioning that they may not understand the concepts or don't have sufficient

language balance.

2.1.3 Written and Spoken Grammar:

The common answer of the difference between spoken and written language

will be: "spoken language is used for communication, and written language is usually

related to grammar". This is the most common answer, and it's not wrong. The spoken

language is used to exchange ideas and information, while the written language focus

more on the form of the written speech. Spoken and written grammar have many

differences that lots of people argue about, such as the features, the use in language,

and which form is batter.

The spoken grammar involves speaking and listening skills, it is more

informal than the written grammar, because it's usually contains errors, repetitions,

and incomplete sentences, because the informal language lack formal grammar and

vocabulary. The spoken language is mostly used between two people or more, it's

more personal than the written language.

The written grammar focus on reading and writing skills, it's more complex

and formal than the spoken grammar, in which we can use punctuation, vocabulary,

and formulate long sentences in very complex tenses. It's usually used for writing

essays or assignments for academic purposes. In some situations, we can use the

formal language to communicate if we are dealing with people we don't know.

7
2.2 Tenses

According to Oettinger (1966), many languages have grammatical means to

indicate the time when an action or event occurs, or when a state or process holds.

This phenomenon is called tense. In English, for example, adding -ed to the verb

"talk" to form "talked", indicates that the event is already happened in the past. In

addition, the aspects deal with the inner circle of events, actions, states, processes or

situations. For instance, it may indicate that an action is finished or still happening.

English usually use the form -ing with a verb that indicates an event that hasn't

finished yet or still going, such as in "They are playing football.

2.2.1 Tenses in English

Klein (1995) indicated that "2500 years of research have not led to any precise

or universally acknowledged definition of the category (tense)", "there is a

widespread understanding of what 'tense' basically means. Such an 'understood'

definition is for instance given in the International Encyclopedia of Linguistics"

Bybee (1992).

Tense means the expression of time in grammar that usually indicates the

continuity, an expectation, or an end of an action. This other time may be the moment

of speech. We can express the tenses with conjugations or auxiliaries in the verb

construction. Most of the linguists give a different answer about the question: "How

many tenses are there in English?" According to Bublitz (1995), "these dissenting

views are reflected by the fact that linguists have yet to agree on the number of tenses

[...] in English, which vary according to whether formal or semantic criteria or a

combination of both are recognized" and he add "In particular, the present perfect, the

past perfect and the future perfect defy easy categorization". "Linguists' different

8
views on the number of English tenses can be grouped into four different approaches"

cf. König (1995).

2.2.2 Teaching tenses:

Whether we are teaching EFL students or native speakers, teaching tenses is

always hard and challenging in many ways, because English language has a

complicated system of tenses. One of the most effective ways that the teachers use to

teach tenses is to link it to real life situations of the students. The verb tense has 3

divisions past, present, and future. Each part has simple, continuous, and perfect, and

each tense indicates the exact time of a specific event. They can be used to link

between periods of time and make new meanings and understandings; this shows how

important tenses are for English grammar. So usually, tense is related to time, and

time express the moment of the action or "when". According to Comrie (1985):

Time itself does not provide any landmarks in terms of which one

can locate situations. If time had a beginning, we do not know where that

beginning was, so we cannot locate anything else relative to that

beginning (other than trivially, by saying that situation is posterior to that

beginning). If time has an end, again we do not know its location, so again

no non-trivial location is possible relative to that end point. Therefore, it

is necessary to establish some arbitrary reference point, with which we

can then locate situations in time. (p. 330)

Teachers were always trying to put an end to the difficulties that the students face

in using tenses, they tried teach them more language to use, and make them focus on

one tense at a time a relate it to other tenses; though, the learners still make mistakes

when they try to use the verb forms properly. Cowan (2008.p.350), stated that: "use of

9
verb forms is one of the two or three most difficult areas for English language learners

to master".

2.2.3 The Past Simple Tense:

The past simple is a verb tense that describe thing that existed or happened

before the present moment, it indicate an event that already happened. Unlike the past

continuous, which express an action that happened over a period of time. The past

simple tense talk about an event that happened and finished in the past.

To form past simple tense in the regular verbs, we usually add –ed to the stem of the

verb. Example: look --- looked, or we just add –d if the root of the verb ends with e.

When the verb ends with –y it changes to –i. example: cry --- cried.

For the irregular verbs, things become more complicated. In the simple past tense

there are a lot of verbs that partially change in the form.

Example: think --- thought, eat --- ate, catch --- caught, drive --- drove and also with

verb (to be): Was / were

But there are some irregular verbs that stay exactly the same such as: cut -- cut, hit –

hit, put – put….etc.

The well-known rule of the simple past tense is: S + V –ed

Example: He worked yesterday

For the negative form: S + did not + stem (v)

Example: He didn't work yesterday

For the interrogative form: Did + S + stem (v)

Example: Did he work yesterday?

11
 Table 01: Simple Past Tense (Regular Verbs)

Table 02: Simple Past Tense (Irregular Verbs)

2.2.4 The Present Perfect Tense:

The present perfect is used usually to indicate an action that happened in the past

and continues tell now, we can say that it link the past with the present. It's an

unspecified action that started in the past and still hasn't finished in the present.

The construction of this verb tense began with the auxiliary have / has plus the

past participle of the verb, which is stem (v) + -ed (if it is a regular verb). So main

formula is: S + have / has + the past participle.

11
Example: He has visited his grandfather.

For the negative form: S + have not / has not + the past participle. Example: he

hasn't visited his grandfather.

For the interrogative form: Have / has + S + the past participle. Example: Hasn't

he visited his grandfather?

2.3 Task-Based Approach and language teaching

Task-based approach is a very important element in the teaching system; it's what

teachers rely on in teaching students and developing their level. But this topic still

considered as a debate for the linguists such as: Nunan (2004), Ellis (2006), Van den

Branden (2006), Long (1985), and most of them have a different opinion about TBA.

2.3.1 The definition of Task-Based Language Teaching

Task-Based Language Teaching encourages learning to communicate and link

between learning language inside the class and use it outside. Usually, a task is a

piece of work or an activity that has to be done; we are talking about a task that

should to be used inside the classroom for pedagogical purposes. A pedagogical task

is defined as:

… an activity or action which is carried out as the result of processing or

understanding language, (i.e. as a response). For example, drawing a map

while listening to a tape, listening to an instruction and performing a

command may be referred to as tasks. Task may or may not involve the

production of language. Task usually requires the teacher to specify what

will be regarded as successful completion of the task. The use of a variety

of different kinds of tasks in language teaching is said to make language

teaching more communicative … since it provides a purpose for a

12
 classroom activity which goes beyond the practice of language for its own

sake. (Richards, et al. 1986, p. 289)

2.3.2 The Use of Task-Based Language Teaching

Most of the modern ways and teaching courses aim to develop the learners'

abilities to learn the language and use it to communicate in real life, this is also known

as CLT. Some teachers combine task-based approach with regular teaching or they

just design courses to teach the learners using the task-based language learning. Also,

the teacher would presents some activities for the students that should meets their

needs, and improve their skills in learning the language to use it in real life situations.

The teacher is the one how selects the students' needs based on what the TBLT

revealed. The use of task-based teaching will make it easier for the teacher and the

students to achieve the desired goals.

2.3.3 Strategies of Task-Based Language Teaching

Task-based language teaching strategy focuses on communication, which is one

of the reasons that students learn the language for, but it's not the main reason. It is

better to say that students learn the language and try to find out how to use it to

communicate. That's why teacher should focus on that point, the students need trained

and practice, and performing a task in front of them is an excellent way to teach them

how to use language properly in real situation. There is no place better than the

classroom, in which the teacher could train the students on language in groups, so

they can try to communicate with each other. Teachers need to believe in their

students' potentials, and to deal with the learners' problems with their experiences.

Also, they will get some exercises to work on their target language and prepare them

to use their language outside the classroom. Researchers argued that learners must

13
believe that task-based language teaching strategies have an impact on their abilities

in learning the language; Macaro (2009) stated that "on the whole, there is some

evidence that L2 learners who undergo some sort of intervention into their strategic

behavior make more or faster progress than those that do not". Rod Ellis (2003),

mentioned how to design TBLT lessons in 3 phases, the first phase is "pre-task", and

it involves some different activities that students and teachers can conduct before

they perform a task. The second phase is "during task", it focuses on the task and

provides many pedagogical and instructional options. The last phase is "post-task",

which involves procedures for following-up on the performance of the task. The

following shows a framework for designing TBLT lessons.

Figure 01: A Framework for Designing Task-Based Lessons by Ellis (2003)

2.3.4 Components of Task-Based Approach and Language Teaching

Candling (1987), suggests that any task should contain input, roles, settings,

actions, monitoring, outcomes and feedback. The input refers to the presented data for

the students to work on it. Roles identify the relation between participants in the task.

Setting refers to the place that task takes place. Actions are the performed procedures

14
by the learners. Monitoring means the supervision of the task progress. Outcomes are

the objectives of the task, and feedback is the evaluation of the task.

Nunan (2004), propose that "a minimum specification of task will include

goals, input and procedures, and that these will be supported by roles and settings".

Figure 02: Components of a Task According to Nunan (2004) (p.41)

2.4 The role of the Teacher and the Students in Task-Based

Approach

Learners and teachers don’t have the same role but both of them play a very

important part in task-based approach. Teachers have a pivotal role in handling the

task and designing the activities to their students. According to Breen and Candlin

(1980), the teacher's role is to act as a facilitator of the communicative process, a

participant, and as an observer and learner. A facilitator, or the person who give

instructions; this is how the students see the teacher.

The teacher represents a major source, and plays the main role in the teaching process.

The teacher as teacher is necessary only when the class is attempting to

resolve a language problem, for it is only in this situation that the teacher

is automatically assumed to possess more knowledge than the students.

This role can be minimized if the students’ attack strategies and reading

skills have been effectively developed. If the task is realistic and the
15
 students have learned to adjust their reading strategies according to the

task, there should be little need for teacher intervention.

(Clarke and Silberstein 1977: 52).

In TBLT, the actions and decisions that the teachers make are very important

to update the students' knowledge .Teachers can decide to which extent that the

student will focus on the meaning. Long (2015), argued that in task-based approach,

teachers select content and determine the focus of the lesson activities should first,

and foremost be guided by an analysis of the students' second language learning

needs, more so than the table contains syllabus they use.

Learners are the active agents in TBA, they decide to what extent they will

engage with the task. Ellis and Shintani (2014 .p. 135) defined task-based language

teaching as "aims to develop learner's communicative competence by engaging them

in meaning-focused communication through the performance of tasks", and they

added "they also need to attend to form for learning to take place". Learners can link

between the classroom learning and the real-world situations using TBLT and

educational tasks. Students are required to engage with learning process, and to be

active with the task, after they are motivated by the teacher, in order to achieve the

desired objectives.

Review of the Previous Studies:

There are many researchers who have conducted studies on TBLT, Simin

Wang (2019), Mustafa and Mufit (2017), and Wisma (2013), all of these researchers

were investigating about the effectiveness of Task-Based Language Teaching. They

found that it has a great impact on English teaching and learning, they stated that the

16
teacher takes a big role from all of this, as he gives final assessments of the students'

progress and urges them to practice the language forms. And for the students, they can

work to gather to identify weaknesses and gain experience. They proved that Task-

Based Teaching can enhance language skills and make up for the lacks of real case in

class. The study of Shpresa (2020) shows the continuity between Task-Based

Language teaching and its influence on teaching grammar, she proved with her study

that the use of task-based language teaching is effective in increasing the grammar

knowledge of the learners, that's way TBLT should be a considerable alternative and

be used in teaching grammar; it implies teachers to use it and include it in each lesson.

Massoud (2008), the purpose of his study is to investigate the impact of two different

teaching approaches to teaching on L2 learner’s performance. This research is

relevant to Task-Based Language Teaching and Learning , and it study the fact that

TBLT creates more appropriate conditions for the learner's development in the second

language.

17
 Methodology and Data Analysis

Introduction:

The main purpose of this part is to achieve the objectives of the study using the

appropriate methodology. First, this chapter includes the methods of collecting data

for this research. Next, it discusses and analyzes the final data not to mention the

validity and reliability of this research. Finally, this part involves interpretations of the

results and summing up the findings.

3.1 Research Methods:

This study involves the students of second year of Kasdi Merbah Ouargla

University. This study aims to investigate to what extant task-based approach can

enhance the learner's use of tenses. In order to achieve that purpose, some mixed-

methods were adopted such as the quasi-experimental method which usually involves

a pre-test. This study also was followed by a semi-structured interview which was the

data collection strategy of this research. Plus, the qualitative method was the choice

for this kind of research. Denzin and Lincoln (2000), claim that "qualitative research

involves an interpretive and naturalistic approach", also: "This means that qualitative

researchers study things in their natural settings, attempting to make sense of, or to

interpret, phenomena in terms of the meanings people bring to them" (p.3).

3.2 Research Instruments:

A semi-structured interview and a pre-test, these are the tools that were used to

gather the information needed for this research. This study was conducted during the

second semester of the academic year 2021/2022 at the Department of Letters and
18
English Language at KMOU, with EFL students of second year license. The results

will be discussed and analyzed in this chapter.

3.3 Data Collection:

Figure 03: Students' Participation

3.3.1 Pre-Test:

This study was followed by a pre-test in order to identify the student's level in

using tenses. The pre-test was divided into two parts: the first part was about the

simple past tense, the second part was about the present perfect tense. The questions

were in multiple choice question style.

19
3.3.2 Interview:

In order to investigate to what extent task-based approach enhances the use of

tenses; an interview was obtained and used to collect data from students. The semi-

structured interview is a very popular method of collecting data, and specifically for

this research. Semi-structured interview often goes with qualitative researches.

According to Bernard (1988), "is best used when you won't get more than one chance

to interview someone and when you will be sending several interviewers out into field

to collect data". The interview consists of 10 questions, it starts with few questions

targeting the students' level in grammar and inquiring about the problems they face in

using tenses. Then it goes to task-based approach and the students' attitude towards it.

Finally, it inquires the students about the deficiencies or suggestions to modify and

improve the way of teaching to suit the learner.

3.4 Validity and Reliability:

In order to ensure the integrity of the data and results and to avoid

measurement problems, it is required to establish validity and reliability. According

to (Campbell, & Fiske, 1967) "Reliability is the agreement between two efforts to

measure the same trait through maximally similar methods", and in the other hand,

"Validity is represented in the agreement between two attempts to measure the

same trait through maximally different methods".

"The validity of a measuring instrument is defined as the property of a

measure that allows the researcher to say that instrument measures what he says it

measures". "The reliability of a measuring instrument is defined as the ability of the

21
instrument to measure consistently the phenomenon it is designed to measure". (Black

& Champion, 1976:222 and 234).

(Altheide & Johnson, 1994), claim that "reliability is referred to the stability of

findings, whereas validity is represented the truthfulness of findings".

3.5 Data Analysis:

For this study, an interview was used to collect the data in order to interpret

and analyze the students' level in grammar. Also, a quasi-experimental method was

used in this study, which includes a pre-test that test the students in tenses (simple

past \ present perfect), in order to analyze their performance in using tenses.

3.6 Results and Discussion

3.6.1 Pre-Test Results:

Figure 04: Students' Progress in Using Simple Past Tense.

21
 The first part consists of 9 questions that test the simple past tense. No one

managed to answer the first 4 questions correctly, whereas all of them answered the

question number 5, 6, and 7 successfully. The percentage of the correct answers to

question 8 reached (90%), question No.9 had a low response rate of (20%).

Figure 05: Students' Progress in Using Present Perfect Tense.

The second part consists of 7 questions that test the present perfect tense.

Question No. 1 had a very low percentage of correct answers which was only (10%),

the question No.2 and No. 6 had a complete success rate, whereas the results of the

rest of the questions were as following: question No.3 (90%), question No.4 (50%),

question No.5 (70%), and question No.7 (10%).

22
 These results indicate that the majority of students have a lot of difficulties in

using tenses. For the simple past tense, students have issues with the use of auxiliaries

(was / were), and memorizing the irregular verbs. And some of them have lost the

pattern of the simple past tense. For the present perfect tense, not many students have

difficulties with it. In general, they have a problem with the form of the tense (S +

have/has + past participle), and this tense is one of the most used tenses in several

situations, so if the learner lacks the basic vocabulary, this will make it more difficult.

3.6.2 Description of Student's Interview:

Table 03: Students level in grammar

Bad Good Excellent

Q1|How do you evaluate 20% 80% 0%

your level in grammar?

The table above shows that (80%) of the students consider themselves very

good in grammar. Others (20%) think they are bad or not very good in grammar. But

no one sees himself as excellent.

23
Table 04: Grammar practice periods

Sometimes Always Rarely Never

Q2 | How often do you practice 80% 0% 20% 0%

on your grammar?

The table above indicates that (80%) of the students stated that they practice

on their grammar sometimes, while the others (20%) admit that they rarely practice on

their grammar. No one clarifies that he always practices or denies that he never

practices on his grammar.

Table 05: Students who have difficulties

Yes No

Q3 | Do you find difficulties in 100% 0%

using tenses?

The results show that the overwhelming majority of students have difficulties

in using tenses

24
Table 06: The most difficult tense for the students

Past Simple Present Perfect

Q4 | Which one of these tenses 40% 60%

is more difficult to you?

According to the table above, (60%) of the students' answers show that the

present perfect is more difficult for them, and (40%) of the students stated that the

past simple is difficult for them. So given to these results, the present perfect is the

most difficult tense for the students.

Question 5: Given your chosen answer in question No.4; identify the difficulties

you face in using that tense.

The students described many difficulties they faced. These are some samples

of their answers:

Answer 1: Errors comes from regular verb still confused in the form and usage of

present perfect tense.

Answer 2: The teacher never informs the students about the importance of learning

tense, I have difficulties in using tenses when I write a sentence or a text.

Answer 3: The difficult is in memorizing verbs especially irregular verbs.

Answer 4: We have difficulties when we use tenses usually, when we write text or

essays

25
Table 07: Students opinion about TBA

Yes No

Q6 | Do you think that the use of 100% 0%

task-based approach can be effective

on your use of tenses?

The answer of this question is well known, but most of the students don’t

know specifically what does task-based approach mean. That's why all the answers

were positive, and some of them avoid the question.

Question 7: How or to what extant can task-based approach be effective on the use

of tenses?

Unfortunately, there are few responses about it, and not all answers are well

explained. These are the best answers:

Answer 1: It challenges students who are used to a more traditional classroom.

Answer 2: It helps us with focusing, analyzing, practicing, and memorizing a few

irregular verbs.

Question 8: What are the things that you think they would help you to enhance the

use of tenses?

Students stated about different things, tools and strategies the use to enhance the use

of tenses.

26
Answer 1: Short sticky notes of helping verbs to memorize.

Answer 2: Give the learner examples of verbs in different tenses to help him with the

activities.

Answer 3: Learning online courses

Answer 4: Exercises and practices.

Table 08: Where does the learner prefer to learn tenses?

Inside Outside

Question 9: Where do you always stay 85% 15%

motivated to learn tenses inside or

outside the class?

The table above shows that (85%) of the students stay focused and motivated

to learn tenses inside the class, and this due to several reasons such as the helpful

atmosphere, the teacher contribution, some of them like to work with their

colleagues…etc. The rest of the answers (15%) show that some of the students prefer

to learn tenses outside the class on their own using (books, leaning websites..etc), or

in private schools.

Question 10: Are the teacher's lessons and instructions only enough to solve your

problems in using tenses?

27
 Most of the responses were (no), a few students provided some justifications,

and others mentioned some additions that might help them to solve their problems in

using tenses.

Answer 1: Watching a wide range of specialized programs videos and dialogue.

Answer 2: In recent study of classroom interaction there was only one instance

activity in which the teachers began classes.

Answer 3: Getting students to write in a consistent tense can be challenging.

Answer 4: Some common problem-solving are computed simplify use an equation

make a model, diagram, and tables.

3.7 Interpretation of the Students' Interview:

This part analyzes the students' answers in the interview.

As expected, almost all the students stated that they face difficulties in using

tenses, even though they said they're good at grammar. As they emphasized in the

interview, the most difficult tense for the students is the present perfect tense, but the

pre-test results showed the exact opposite, as the majority could not answer correctly

on the simple past tense questions. Furthermore, the students mentioned some

difficulties they encounter in using tenses, such as the problems of memorizing the

irregular verbs, the use of auxiliaries, and the confusing exceptional cases in which

the present tense is used. We know that they encounter these problems with simple

past and present perfect tense, who knows what other problems they face in other

tenses?!

On the other side, the results of the interview showed that task-based approach

have a great impact on the teaching process and that benefits the students to improve

28
their use of tenses, and that support strongly our hypothesis. The results also

confirmed that many students prefer to learn and practice their use of tenses inside the

classroom, because they rely on the teacher to help them enhance their skills in using

tenses. Moreover, the students stated that the teacher's lessons are not enough to solve

their problems in tenses, in other words, they use some easy ways or tools to help

themselves to improve their use of tenses, or they just take some extra sessions to

practice on it.

3.8 Discussion of the Findings:

The results were reached based on the interpretation of the previous findings, the

finding were summed up as following:

Over time, researchers have found that TBA is a very helpful tool to teach and

learn the language. Students believe that using task-based approach will enhance their

level in learning grammar, thus improve their progress in using tenses. They don't

mind to learn grammar and vocabulary under the umbrella of task-based approach;

most of them have a very good impression towards task-based approach. Although

they fell that using only TBA not enough to overcome all the difficulties they face

using tenses. Learners and teachers think that TBA is the perfect solution to the

problems of using tenses.

29
Conclusion
 General Conclusion

We can say that Task-Based Language Teaching has clarified its importance

and role in the education system, both teachers and students benefit from TBLT.

Teachers rely on the task-based language teaching in order to teach grammar to the

learners and help them solve their problems.

Our study aimed to investigate to what extent task-based approach can be

effective on the learning process, and enhance the use of tenses. EFL teachers are

required to improve students' skills using TBA; they have to be aware of the learners'

needs, level, and abilities.

To explore more about this study, an experimental method has been adopted. The

required data was collected by a pre-test and semi-structured interview, and the

qualitative method was chosen for this kind of study. The results revealed the

students' level in grammar, and their problems in using tenses.

From the interpretation of the students' interview we discovered that they have a

lot of issues in simple past and present perfect tense. The students mentioned that they

have difficulties in learning and using tenses regardless of their level in grammar, they

always fell confuse about the rules and the special cases of each tense. The students

also recognized the effectiveness of Task-Based Approach in improving their

potential and level in using tenses.

From the findings mentioned above, we conclude that there is compatibility

between the learner and task-based approach; students have demonstrated that they

31
can successfully ingrate with TBA. They believe that task-based approach will solve

all they problems in using tenses, their positive impression toward TBA will help

them and the teachers to improve their skills to learn more about tenses and enhance

their abilities.

Despite the many functions and characteristics of the TBLT, it suffers from

many shortcomings. We argued that TBLT should be comprehensive and involve all

the students' problems and concerns, and it should be updated always according to the

learners' needs. Many researchers agreed that task-based language teaching can

improve the students' mastery of English tenses, and they praised the importance of

the role of the teacher and his contribution in training and developing the learners'

skills.

4.1 Obstacles:

During the conduct of this study, we encountered some obstacles that affected our

work somewhat, such as:

This study was done in a very limited time, which was not sufficient to collect enough

data for the research.

We didn't get good participations to gather enough information for our study.

4.2 Further Research:

To go deeper in this study, further research should focus on:

Investigate about the perfect approach which suits the learners' problems in using

tenses.

Find a way to make the students realize the importance of grammar and motivate

them to learn more.

32
4.3 Implications of the study:

It is best that task-based approach should be designed by the teacher, in order to

involve all the learners.

Teachers must be provided with adequate tools and knowledge, in order to achieve

efficiency in the teaching process.

It is suggested to create a task-based approach that can develop students' skills and

abilities to learn grammar and vocabulary.

Teachers are required to find more effective ways that satisfy students in order to

enhance their level in using tenses.

33
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39
Appendices
Appendices:

Appendix A

KASDI MERBAH OUARGLA UNIVERSITY

Faculty of Letters and Languages
Department of Foreign Language
English Department

Dear student,

This interview is intended investigate about to what extant task-based approach can be
effective and useful for the learner in using tenses. We appreciate you taking some of
your time to answer the following questions. Your answers will represent an
important and reliable data for our master research.

1) How do you evaluate your level in grammar?

2) How often do you practice on your grammar?
3) Do you find difficulties in using tenses?
4) Which one of these tenses is more difficult to you?
5) Given your chosen answer in question N (5), identifies the
difficulties you face in using that tense.
6) Do you think that the use of task-based approach can be effective
on your use of tenses?
7) How or to what extant can task-based approach be effective on the
use of tenses?
8) What are the things that you think they would help you to enhance
the use of tenses?
9) Where do you always stay motivated to learn tenses (inside or
outside the classroom)?
10) Are the teacher's lessons and instructions only enough to
solve your problems in using tenses?
 Appendix B
KASDI MERBAH OUARGLA UNIVERSITY
Faculty of Letters and Languages
Department of Foreign Language
English Department

Dear Student,

The aim of this pre-test is to identify and evaluate your level in the simple past and
present perfect tense.

*Mark (√) the correct answer.

A/ Simple past:
1) I ………….. To the market after school.

☐Went ☐gone ☐go

2) My father …………. a bear an hour ago.

☐seen ☐sees ☐saw

3) Lucas did not …………. last week

☐worked ☐work ☐working

4) ………… Sara and Eva at the school today?

☐were ☐was ☐are

5) ……….. you see my friend's new car yesterday?

☐are ☐do ☐did

6) I ………….. English for ten years.

☐study ☐studied ☐studying

7) The movie wasn't very good. I ………………………… it very much.

☐didn't enjoyed ☐didn't enjoy ☐wasn't enjoy

8) My bed was very uncomfortable. I ……… sleep very well.

☐did ☐wasn't ☐didn't

9) The window was open and a bird …………. Into the room.

☐fly ☐flew ☐did fly

B/ Present perfect:
1) I am looking for my pen. I …………….. it.

☐have lost ☐lost ☐did lost

2) I have never ……………… to London.

☐went ☐been ☐was

3) I ………………………. my lunch yet.

☐have finish ☐haven't finished ☐has finished

4) Sorry, I …………………. my homework at home.

☐forgot ☐have forgotten ☐didn't forgot

5) I ………………………. him several times before.

☐have saw ☐seen ☐have seen

6) I take the bus because I ………………….. my car.

☐have sold ☐sold ☐sell

7) I am hungry because I still …………………………. anything.

☐have already eaten ☐haven't eaten ☐have eaten

THANK YOU FOR YOUR COOPERATION

 ‫ملخص البحث‬

‫الهدف من هذا البحث هو التحقيق في فعالية النهج القائم على المهام للمتعلمين في‬

‫استخدام األزمنة‪ ،‬ومن أجل الوصول لتلك األهداف‪ ،‬تم االعتماد على طرق تجريبية‬

‫واختبارها على طالب السنة الثانية لغة إنجليزية في جامعة قاصدي مرباح بورقلة‪،‬‬

‫للسنة الدراسية ‪ . 0200 - 0202‬كل البيانات النهائية المتحصل عليها تم مراجعتها‬

‫ومناقشتها من أجل معرفة مستوى تقدم الطالب في تعلم واستخدام األزمنة‪ .‬وكما‬

‫أثبتت هذه الدراسة فإن النهج القائم على المهام فعال جدا في نظام التعليم مما يساهم‬

‫في تطوير وتحسين مستوى الطالب في تعلم واستخدام األزمنة‪.‬‬