Effectiveness of task-based language teaching in developing writing skills at the secondary level in Nepal

Abstract

Developing writing skill in the target language is essential for ESL learners. Language is a means of communicating thoughts and ideas. Most of the communicative activities take place either in the spoken or written form. However, the ability to communicate in written mode is an important objective of ESL learners in the target language. Writing skill is the most influential mode of communication through which thoughts, ideas, and information are communicated beyond time and space. In addition, it is a formal mode of communication in examination, main mode of entry in employment, and a formal and trustworthy form of communication. Good writing skill is essential for academic success and it is required for success in various occupations and professions. Learning to write in second language is considered to be most difficult and challenging. Learning to write well is a very complex and lengthy process since writing skills are developed through thinking. So cultivating writing skill is inevitable for ESL learners. A large number of students from government-aided schools fail in examination every year owing to poor performance in writing skills. There are various reasons for the poor performance of learners in writing skills, such as practice of traditional methods and approaches in teaching writing skills, inadequate syllabus and textbook materials, lack of trained and sound professional teachers, and so on. Traditional methods and approaches are inadequate to address the issues of teaching writing skills of learners since they are largely teacher-centred and mechanical teaching which adopt form-focused approach in developing writing skills. The purpose of this study is to find out the effectiveness of Task-based Language Teaching in developing writing skills of learners since they are unable to write with good organisation of ideas, adequate vocabulary with syntactic structure correctly, and fluently in examination. Writing skills of learners can be developed through using various learning strategies, collaborative writing, adequate written and oral feedback, authentic teaching materials, and holistic-based learning which are the characteristics of Task-based Language Teaching (TBLT). The present study attempts to answer the following research questions: 1. Do the conventional teaching methods currently in use in the Grade 9 textbook help the learners to develop writing skills in English? 2. Is the English textbook of Grade 9 currently in use adequate to develop writing skills in English? 3. How does Task-based Language Teaching (TBLT) with culturally familiar tasks help the learners to develop writing skills in English? 4. To what extent can TBLT be effective in enhancing writing skills in English of Grade 9 learners in Nepal? In order to achieve the answers to these research questions and objectives of the study, four research instruments were used in the first stage prior to conducting the main study, such as analysis of textbook, questionnaire, semi-structured interview with English teachers, and classroom observation. The researcher analysed the English textbook and the syllabus of Grade 9 to find out adequacy of the contents of teaching materials, gradation, sequencing, and integration of teaching materials between four skills and grammar. Further, he attempted to analyse the strengths and weaknesses of the syllabus and the English textbook, methodology of teaching writing skills, and so on. Subsequently, the researcher administered the questionnaire to 60 English teachers and semi-structured interview to 14 English teachers to understand the existing teaching method of writing skills, shortcoming of the syllabus and the textbook materials, results of learners in the final examination, and attitudes of teachers upon TBLT. The researcher conducted 5 classroom observations to obtain the data regarding methodology of teaching writing skills, classroom arrangements, teacher and learners relation in the classroom, ways of providing feedback on writing skills, and various strategies of teaching writing skills in the classroom. It was found from the questionnaire, semi-structured interview with teachers, and classroom observations that Grammar Translation (GT) method and product approach were in vogue in teaching writing skills in secondary schools.