Enhancing Multidimensional Communicative Competence among Thai Lower Secondary EFL Students through Task-Based Grammar Instruction

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/KVFS2893

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Maythaporn Tangkanchanayuenyong
Language Institute, Thammasat University, Thailand
Virasuda Sribayak
Language Institute, Thammasat University, Thailand

Abstract

This study examines the effects of task-based grammar instruction on the multidimensional communicative competence of lower-secondary students in Bangkok, Thailand. Employing a mixed-methods, one-group pretest-posttest design, 30 students participated in twelve task-based grammar lessons developed within a conceptual framework. Communicative competence—encompassing linguistic, strategic, formulaic, sociocultural, interactional, and discourse components—was assessed through a constructed communicative competence scale before and after the intervention. Students’ perceptions were explored via semi-structured focus group interviews, while teacher insights were gained through twelve reflective journals. The findings indicated that task-based grammar instruction significantly enhanced students’ overall multidimensional communicative competence, with a notable improvement in interactional competence. The effect size, as measured by Cohen’s d for paired samples, was 0.34, indicating a small to moderate effect. Qualitative data supported gains in five multiple dimensions, except sociocultural competence. Students expressed positive perceptions, valuing real-life communicative contexts and authentic grammar use. Teacher reflections highlighted the importance of detailed lesson planning, effective materials, and well-designed tasks. The study offers practical insights for implementing task-based grammar instruction to promote communicative competence among lower-secondary EFL learners.

Article Details

How to Cite
Tangkanchanayuenyong, M., & Sribayak, V. (2026). Enhancing Multidimensional Communicative Competence among Thai Lower Secondary EFL Students through Task-Based Grammar Instruction . LEARN Journal: Language Education and Acquisition Research Network, 19(2), 156–181. https://doi.org/10.70730/KVFS2893
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Maythaporn Tangkanchanayuenyong, Language Institute, Thammasat University, Thailand

An English teacher at Prasarnmit Demonstration School (Secondary), Srinakharinwirot University, Thailand. She is currently a Ph.D. candidate at the Language Institute of Thammasat University, majoring in English Language Teaching. Her research interests include TBLT, assessment of communicative competence, and innovations in language pedagogy.

Virasuda Sribayak, Language Institute, Thammasat University, Thailand

An assistant professor at the Language Institute of Thammasat University. Her research interests are teacher training, instructional media, action research for English teachers, and teaching methodology.

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