Abstract

This quasi experimental study has validated the effectiveness of Task Based Language Teaching (TBLT) in promoting writing skills of EFL learners enrolled in undergraduate programs at public sector Malaysian universities. TBLT is emerging as an essential part of curricula in language pedagogies in several countries around the globe and advocated by prominent SLA researchers along with ELT practitioners. In current study research participants were divided into an experimental and a control group. The data were collected following a Mixed Method Research paradigm during pretest and posttest. A Paired Samples T-test was used to determine the statistical significance of the learners’ scores in pretest as compared to the posttest. The vast majority of the learners opined in their reflective journal that TBLT was the most interesting and a learner centered approach enabling learners to use their existing linguistic resources. The use of existing linguistic resources is a fundamental principle of TBLT as it leads the EFL learners to be fluent and confident users of English language both inside and outside the classroom in real life situations.

Highlights

  • English language is the key to success in every walk of life as it is the lingua franca of our age and the most learned as well as taught language around the globe (Rahman, 2006, 2015)

  • The current study focused on validating the effectiveness of Task Based Language Teaching (TBLT) to improve the writing skills of English language learners belonging from various nationalities at the language center established in all tertiary level institutions in Malaysia

  • TBLT follows on the principles and effectiveness of experiential learning introduced by John Dewey (1859-1952) and real life situations are rehearsed in the language teaching classrooms (Ellis, 2009; Hu, 2013)

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Summary

Introduction

English language is the key to success in every walk of life as it is the lingua franca of our age and the most learned as well as taught language around the globe (Rahman, 2006, 2015). The PPP approach is based on the behaviorist school of learning and learners are presented with chunks of language focusing on the abstract grammatical principles and rote learning of the target language structures (Ellis, 2003; Long & Crookes, 1993). It was assumed that learners could only master a language if they memorized and practiced the grammar of the target language It proved wrong in the long run as learners knowing only theoretical grammatical rules were not able to communicate fluently in the target language in real life situations (Krashen, 1985; Prabhu, 1987; Willis & Willis, 2007; Ellis, 2003)

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