Document Type : Original Article
Assistant professor, Shahid Chamran University of Ahvaz
Shahid Chamran University of Ahvaz
The present study investigated the efficacy of task types on the vocabulary learning of Iranian learners of English as a foreign language (EFL) whose opportunities for communication outside classroom context are limited. Moreover, the effectiveness of using Task-based Instruction (TBI) was investigated in this study. Data were collected from three classes of lower-intermediate high school students who were selected on the basis of availability and were taught for eight weeks. Each class was taught through one of three different task types: information-gap, opinion-gap, and reasoning-gap. The results of an achievement vocabulary test administered to the students of the three groups at the end of the instruction and a qualitative think-aloud report protocol analysis showed that the reasoning group outperformed the other two groups. Implications of the study are proposed for teaching and learning English as a foreign language in Iran.