The Effect of Task-Based Language Instruction on Students' Writing Abilities

This article outlines an action research experiment aimed at investigating the impact of diverse writing styles and task-based language teaching on the writing skills of students in public schools. The research employed a three-stage action research methodology, including diagnosis, action, and assessment. The initial diagnosis identified a need to enhance participants' writing productivity to align with the Ministry of Education (MN) and Common European Framework (CEFR) standards. Workshops were subsequently developed, incorporating the pre-task, task, planning, report, and language emphasis framework for task-based learning. Various writing techniques, such as list-making, question-asking, reading aloud, brainstorming, and word classification, were also employed. The assessment phase revealed significant improvements in learners' written work, including expanded vocabulary, reduced grammatical errors, improved language syntax, and heightened levels of autonomy and responsibility. Moreover, students exhibited increased confidence in their writing abilities. The study's findings indicated that the application of task-based language teaching positively influenced students' writing skills. Consequently, the article suggests integrating writing skills and task-based language teaching into future curriculum development as a means of supporting English language methodology for teachers, schools, and policymakers.