Comparing the Efficiency of Task-based Interactive Language Teaching (TBILT) & Task-based Language Teaching (TBLT) on Morale of Inquiry of the Youth in University Heterogeneous Classes

The present century is the era of information and communication, and learning English language can pave the route; however, some young learners face psychological barriers in English classes. This research was done to compare the efficiency of TBILT and TBLT on the youth’s morale of inquiry. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Moslemi and Akbari’s Morale of Inquiry Questionnaire with Cronbach’s alpha of .786 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught English in 20 sessions, 90 minutes each. After the post test, the two-way single variable covariance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one in giving morale of inquiry skill to the youth (p <.001).