The Effect of Task-Based and Grammar-Translation Method on the Academic Achievement of High School 3rd Grade Students

This research was done to study the differential effect of task- based and grammar translation language teaching methods on the academic achievement of third grade high school students in the academic year 1389-1390. Research method was quasi-experimental. A sample of 120 high school students (male and female) was chosen through two-stage cluster sampling method. Half of them were assigned to two experimental groups and the rest to two control groups. The experimental and control groups were taught using task-based and grammar- translation methods respectively. All groups were given a post test. Data was analyzed employing covariance and independent samples t- test. The results showed that there was a significant difference between the experimental and control groups’ scores. The experimental groups could outperform the control groups. Additionally، the girls outdid the boys. All in all، it is concluded that task-based method is more effective in promoting student’s academic achievement.