Investigating the Impact of Task-Based Language Teaching to Enhance Writing Skills of Undergraduate Students

Abstract

The purpose of this study is to investigate the impact of Task-Based Language Teaching on writing skills of undergraduate students. To conduct this quantitative study, forty undergraduate students from 4^th semester of English Department were taken as sample. A writing test was taken as tool to collect data from students. Writing test was used as pretest and posttest to analyze the differences in the performance of participants. The focus of this study was on five domains of writing: content, organization, grammar, vocabulary, and mechanics. Data were analyzed using SPPS while applying Paired Sample t-test. Statistical values computed through SPSS indicated that TBLT has more impact on content and grammar while it showed less impact on organization, vocabulary, and mechanics in writing of undergraduate students. Overall findings computed through SPSS suggested positive effect of TBLT on writing skills of undergraduate students. In the light of these findings, TBLT has been recommended to be implemented as a regular technique to improve the writing skills of students.