Effects of Task-Based Language Teaching on Improving Grade 11 Students' Essay Writing Skills

Abstract

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 pretest 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.