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Previous research studies were successful in employing Task-based instruction (TBI) to enhance students' either speaking or writing skills or grammar knowledge. However, few research studies have investigated whether the TBI impacts students' grammatical performance in both speaking and writing skills. The quasiexperimental research investigated the impacts of two instructional methods between presentation, practice, production (PPP), and Task-based instructions (TBI) to see if there are any differences in improving students' productive skills.
Phạm et al. (Sat,) studied this question.
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