EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The current research is an attempt to scrutinize the upshots of EFL teachers and learners' mind-sets for classroom assignments in the form of writing skills in terms of structure and content. Due to this, 60 Iranian EFL learners were decided on from a language institute in Isfahan, Iran via convenience sampling. An Oxford Placement Test, the Oxford Attitude Questionnaire , and the Assignment Questionnaire were employed to amass data and firm up participants' levels. To categorize the assignments, learners were demanded to write a text on the submitted topics. The assignments were divided into three sets as per learners' opinions: The assignments deemed appropriate by the learners, by teachers and by no one special (control group) .Afterward, the topics separately chosen by the learners and the teachers were imparted to the participants in distinct groups. Besides, the control group was given a distinctive group of topics. Then, the completed assignments were corrected via Liao and Wang scoring scale and the results were evaluated through one-way analysis of variance. The results revealed a significant difference between the performance of learners in the three groups in terms of writing proficiency. This means that the group who received their assignments based on the teachers' attitude, outperformed the other two groups. Research applications are postulated at the end of the article.