ENHANCING THE ENGLISH LANGUAGE PROFICIENCY OF THE GRADE 2 LEARNERS THROUGH TASK-BASED LANGUAGE TEACHING

This research aimed to determine the effect of Task-Based Language Teaching on the English Language Proficiency of Grade 2 learners. This experimental research design utilized the twenty-three (23) Grade 2 learners who were currently enrolled in Dulag Elementary School. Eight learning tasks were utilized as one of the instruments of the study. Likewise, pre- and post-tests were used to determine the learners' English Language Proficiency. The learners performed poorly in the pretest. On the contrary, the learners posted a higher mean score, indicating they performed better on the post-test than on the pretest. It was concluded that Task-Based Language Teaching was effective in improving learners' English Language Proficiency. There was also a significant difference in the learners' English Language Proficiency before and after the use of Task-Based Language Teaching. Thus, the researcher recommends the use of modular instruction in instruction delivery. Further study is recommended in parallel to the present study.