The Impact of Autonomous Tasks on Grammar Achievement among EFL Learners

Abstract

This study was conducted to see the effect of autonomous tasks on EFL learner’s grammar achievement. Sixty undergraduate students of English Translation at Azad University of Hamadan were chosen through the PET test, and two matched groups, one as the experimental group and the other as the control group, were formed. These learners were tested through a pre-test to check their accuracy level regarding the conditional sentences. Then, the experimental group was given some tasks about the structures, while the control group did not have any treatment. They had their routine exercises in the advanced writing course, in which the teacher gave them a topic to write a paragraph on, and then every grammatical point in that text was explained explicitly by the teacher. After three treatment sessions in the experimental group, the two groups (control and experimental) were tested through a post-test. The learners’ scores demonstrated that the experimental group outperformed the control group regarding grammar achievement. The analysis of the data was done through a t-test. It was concluded that autonomous tasks have significantly impacted EFL learners’ grammar achievement.