Developing Students' Descriptive Writing Skills in terms of Content Knowledge at the Higher Secondary School Level: An Experiment with the Task-Based Writing Methodology

Abstract

Task-Based Language Teaching (TBLT) has been shown to improve students’ language learning including writing skills. It is a methodology used worldwide with very encouraging results. However, this methodology is rarely used in Pakistan. Hence, the purpose of this study was to put TBLT to test in a Higher Secondary School in Swabi, KP, to see if indeed this is the case. The study was designed to focus on developing students’ descriptive writing skills with a focus on their content knowledge. The primary objective was to examine the impact of TBLT on student’s writing proficiency related to content knowledge, with the null hypothesis positing that no significant correlation exists between TBLT and improved writing skills. The study, a quasi-experimental design, involved 60 male twelfth-grade students divided into experimental and control groups. Descriptive essays were assessed using pre-test and post-test evaluations, graded via a modified rubric based on Jacobs' framework. These assessment tools demonstrated high reliability and validity through inter-rater consistency measures in descriptive writing, instilling confidence in the study's methodology. The statistical analyses, including mean, standard deviation, paired sample t-tests, 95% confidence intervals, significance, and eta squared effect sizes, revealed that the experimental group outperformed the control group in descriptive writing content knowledge. The research holds significance for advancing English language proficiency of students, fostering motivation for learning. The findings of the study validate the importance and significance of TBLT in language education. The study has practical implications for language education and LT methodologies. These strategies, which include integrating TBLT into educational curricula, providing specialized teacher training, leveraging technology, and addressing contextual and individual learner differences, equip the audience with practical tools to improve language education. Future research suggestions included longitudinal studies, cultural adaptations of TBLT, and refined assessment tools, highlighting the study's potential for further development and contribution to the field.