Effects of Task-Based Language Teaching on Improving Grade 11 Students’ Essay Writing Skills
DOI:
https://doi.org/10.17507/jltr.1601.03Keywords:
CLT, task-based language teaching, essay writing skills, EFLAbstract
This quasi-experimental study aimed to examine the effects of task-based language teaching (TBLT) on improving students’ essay writing skills in terms of content, organization, grammar, and vocabulary. To that end, participants of Grade 11 students at Otona Secondary School were assigned as experimental and control groups using simple random sampling technique. The students in the experimental group were taught essay writing via TBLT, whereas those in the control group were taught essay writing through the conventional method. Additionally, the teaching material was developed from students’ textbooks for the experimental group. Relevant data were gathered via essay writing skills tests. The independent sample t-test calculated for the pre-test divulged that the students in both the experimental and control groups had similar writing skills in the stated sub-skills (t-values < 1.47, p-values > .552). Independent sample t-test measured for post-test, however, depicted that students in experimental group significantly surpassed students in control group in each of the stated sub-skills of writing (t-values > -5.79, p-values < .000). Interviews held with six selected students from the experimental group revealed that TBLT enabled them to improve their writing skills in terms of content, organization, grammar, and vocabulary. It also improved their interest to write and perceptions of working with peers and within groups. This suggests that Secondary School students benefit the application of TBLT using listing, problem solving and sharing personal information tasks thus it helped them to improve essay writing skills.
References
Ahmed, Z. A. (2018). The effect of task-based language teaching on improving the writing and speaking skills of Pakistani ESL learners: University Utara Malaysia.
Ahmed, R. Z. and Bidin, S. J. (2016). The effect of task-based language teaching on writing skills of EFL learners in Malaysia: Open Journal of Modern Linguistics, 6(3), 207-218.
Aychiluhm, K. (2015). Assessing the implementation of task-based approach in teaching writing: International Journal of Innovations in TESOL and Applied Linguistics /ISSN/, 1(1), 2454-6887.
Bao, R. & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310.
Branden, K. (2006). Task based education from reeds theory to practice: Cambridge University Press.
Carless, D. (2002). Implementing task-based learning with young learners: ELT Journal, 56(4), 389-396.
Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools: System, 485–500.
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools: TESOL Quarterly, 639-662.
Demelash, Y. (2010). An exploration of English language teachers’ and students’ perception and implementation of task-based activities: the case of TVET College in Wolaita Sodo: MA. Thesis Presented in Haramaya University.
Dereje, T. (2001). An investigation of students’ beliefs about EFL grammar teaching and learning and strategy use: Grade 11 in focus: MA Thesis Presented in Addis Ababa University.
Dirgeyasa, I. W. (2018). The effect of task base language teaching (TBLT) on tertiary ESOL learners’ academic writing achievement: Journal of Education and Learning/JEL/12, (1), pp. 97-104, ISSN: 2089-9823.
Don, S. (2007). How to write essays: A step by step guide for all levels, with sample essays. United Kingdom: Spring Hill House.
Dorothy, D. E. & Lisa, A. (2003). College Writing: from paragraph to essay teacher’s guide: Macmillan publishers.
Douglas, S. R. & Kim, M. (2014). Task-based language teaching and English for academic purposes: An Investigation into instructor perceptions and practice in the Canadian context: TESL Canada Journal, 33(8), 1-22.
Ellis, R. (2003). Task-based Language Learning and Teaching: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings: International Journal of Applied Linguistics: 19/3, 221-246.
Eman, I. (2014). Investigating the pedagogical practices of EFL writing teachers in Palestinian Universities: A cognitive-ecological perspective: Ph. D. Dissertation Presented in Victoria University of Wellington.
Haregewoin, A. (2008). The effect of communicative grammar on the accuracy of academic writing: Doctoral dissertation, Retrieved 1, Dec. 2008 from http://etd.aau. edu.et/handle/123456789/7963, Addis Ababa University.
Hairstone, M. (1986). Contemporary Composition: Boston, Houghton Miffin Company.
Hismanoglu, M. & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do: Procedia - Social and Behavioral Sciences, 15, 46–52, https://doi.org/10.1016/j.sbspro.2011.03.049
Hughes, A. (2003). Testing for Language Teachers: Cambridge University Press.
Iqbal, H. M. (2011). Education in Pakistan: Developmental milestones: Lahore: Paramount Publishing Enterprise.
Kafipour, R., Mohamoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms: Kafipour et al., Cogent Education, 1496627, https://doi.org/10.1080/2331186X
Kim, Y. & Kim, J. (2005). Teaching Korean university writing class: balancing the process and the genre approach: Asian EFL Journal, 7(2), 1-15.
Khoo, R. (1981). Guidelines for Writing Activities: Singapore: SEAMEO Language Center.
Kusnawati, T. (2014). Penggunaan metode task-based learning untuk meningkatkan keterampilan menulis mahasiswa: Bahasa & Sastra, 14(1), 93-108.
Lam, S.F. & Law, Y.K. (2007). The roles of instructional practices and motivation in writing performance: Journal of Experimental Education, 145-164.
Langan, J. (2005). College Writing Skills: New York: McGraw Hill Companies, 6th ed., p. 5.
Lee, J. (2000). Tasks and communicating in language classrooms: Boston: McGraw-Hill.
Lightbown, P.M. and Spada, N. (2006). How languages are learned (3rd ed.): Oxford: Oxford University Press.
Littlewood, W. (2012). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47(3), 349-362.
Marsh, J. (2003). Contemporary models of communicative practice: Shaky foundations in the foundation stage. English in Education, 37(1), 38-46.
Meseret, T. (2012). Instructors’ and Students’ Perceptions and practices of task-based writing: Ph.D. Dissertation Presented in Addis Ababa University.
Mesfin, A. (2004). An Investigation of the Level of Effectiveness of Peer-correction versus Self-correction on Grade Twelve students’ Writing With Particular Reference to Menililk II Secondary School: MA Thesis, Addis Ababa University.
Mesfin, A. (2013). An exploratory study of the implementation of the process approach to the teaching/learning of the course Basic Writings: The case of Hawassa University: Ph.D. Dissertation Presented in Addis Ababa University.
Naila, F. (2006). A study of academic writing problems of New Zeeland-Born Samoan student in tertiary institutions: Auckland University of Technology.
Nunan, D. (2004). Task-based language teaching: A comprehensively revised edition of designing task for the communicative classroom, Cambridge University Press.
Piaget, J. (1970). Science of education and psychology of the child: New York: Viking.
Richards, J.C. & Rodgers, T. (2001). Approaches and methods in language teaching: A description and analysis, 2nd Ed., Cambridge University Press.
Richards, J. C. (2006) Communicative language teaching today: Cambridge University Press.
Rodgers, T.S. (2001). Language teaching methodology: in CAL Digest, 1-8.
Stephens, L. (2004). Advanced statistics: A self-teaching guide, New York: McGraw Hill.
Sundari, H., Husnaini, H. R. & Saragih, G. (2018). Using task-based materials in teaching writing for EFL classes in Indonesia: International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452, 119-124.
Tabar, N.A. & Alavi, S.M. (2013). A comparative study of the effects of task-based writing under different pre-task planning conditions on intermediate EFL learners’ written performance in personal and decision-making tasks: 5(8), 970–978.
Tesfaye, A. (1991). Teaching writing in Grade 11: The existing practice versus the controlled and the guided methods: M.A. Thesis Presented in Addis Ababa University.
Tran, L.T. (2007). Learners’ motivation and identity in the Vietnamese EFL writing classroom: English Teaching, Practice and Critique, 6(1), 151-163.
Vygotsky, L.S. (1978). Mind in society: Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language: Cambridge: MIT Press.
Warschauer, M. (1996). Computer-Mediated Collaborative Learning: Theory and Practice: Honolulu: University of Hawai’i.
Willis, D. & Willis, J. (2007). Doing task-based teaching: Oxford University Press.
Willis, J. (1996). A framework for task-based learning: Harlow, UK: Longman: Cambridge University Press.
Wondwosen, T. (2016). Effects of implementing the learning together method on EFL paragraph writing and social skills of eleventh grade: Unpublished Ph.D. Dissertation in Bahiar Dar University.
Yen, P.H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher: Can Tho University, Journal of Science, 37-45.
Zeleke, A. A. (2014). The Effects of Training in Learning Strategies of Writing in improving student’s writing skills: Hawassa University Students in Focus: International Journal of Scientific Footprints /ISSN/ 2310-4090 Retrieved 1 September 2014.
