Task-Based Language Teaching has been developed in response to the teacher-dominated, focus-on-forms methods such as Present, Practice, Produce (PPP). The body of literature is replete with studies examining the learning efficacy of the PPP approach versus TBLT; however, these studies did not use assessment tasks in comparing these two methods. To this end, the present study used an Assessment Task, a Grammaticality Judgment Test (GJT), and an Elicited Imitation Test (EIT) to compare the efficacy of PPP versus TBLT. Thirty-four lower-intermediate English language learners in Iran were randomly assigned to TBLT, PPP, and Control groups. The study results revealed that the performance of TBLT and PPP on the GJT and EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. Results indicated that only the TBLT group made substantial improvements in TBLA in the post-assessment, while the PPP and Control groups’ performance did not significantly improve.

This study aims to investigate the general practices of bilingual students’ home learning environments and to compare the variation in practices as a function of parents’ length of stay in the USA, educational levels, and household income by analyzing the results of a large-scale parental survey in an urban area in the southwestern United States, serving a predominantly Hispanic student population. The data consisted of 959 parents’ responses. The findings show that parents’ practices of engagement in students’ learning, discussions for students’ future, emotional support, students’ media consumption, disciplinary practice, and support for students’ autonomy vary in multifold ways as a function of their backgrounds. For example, while most parents, regardless of their background, were not prone to supporting children’s autonomy when deciding children’s routines at home, those with higher educational and income levels tend to more frequently participate in children’s classrooms or discuss children’s college entrance and career paths. The study discusses the implications of the findings and limitations.

This article has already been published, and I found the topic interesting. I want to address the impact of teacher professional development on students' math scores and evaluate teacher PD in Nigeria. Good job! That being said, I think interviewing...