Abstract
Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.
Highlights
The treatment of English language within the Pakistani context demonstrates its dominance and control (Rahman & Sagar, 2015)
The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015)
The data collected in the post-task phase i.e., the narrative essays written by the students were assessed using the criteria of writing assessment rubrics presented in the guide for the teachers published by IELTS in the year 2015
Summary
The treatment of English language within the Pakistani context demonstrates its dominance and control (Rahman & Sagar, 2015). TBLL helps language learners get rid of learning language with a lack of context; instead it utilizes language as an instrument to perform real-world i.e. authentic tasks. By proving the effectiveness of Task Based Approach, this study will serve as a guideline for teachers to employ task-based approach in teaching narrative essay writing. It will benefit students as the activities utilized in Task Based Approach are very interesting and helpful in developing creativity within learners. This study will serve as a guideline for any researcher who wishes to pursue research on this topic along with curriculum designers since they can identify the advantages of Task Based Approach in teaching writing skills
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