ALI ABDULKAREEM AZZAT Task-Based vs Technology -Enhanced Language Teaching in Iraqi EFL Education: A Case Study Analysis at Martyr Abdullah Abdulrahman Preparatory School for Boys in Kirkuk

Abstract

case study investigates the effectiveness of Task-Based Language Teaching (TBLT) and Technology-Enhanced Language Learning (TELL) approaches compared to traditional methods in developing English language proficiency among non-native speakers at Martyr Abdullah Abdulrahman Preparatory School for Boys in Kirkuk, Iraq. The study employed a quasi-experimental mixed-methods design with 72 male students (ages 16-17) from grade 10, randomly assigned to three groups: TBLT (n=24), TELL (n=24), and traditional control (n=24). Data collection included pre/post language proficiency tests measuring speaking, listening, reading, and writing skills, alongside motivation questionnaires and qualitative interviews. Over a 16-week intervention period, TBLT participants demonstrated significant improvements in speaking proficiency (M = 18.4, SD = 2.53, Cohen's d = 2.89), while TELL students showed substantial gains in listening skills (M = 18.33, SD = 2.48, d = 3.12). Both innovative approaches significantly outperformed traditional methods across all measured language