Effects of task-based writing instruction on english writing ability of upper secondary school students

Abstract

The objectives of this study were to: 1) investigate the effects of task-based writing instruction on students’ writing ability; and 2) explore students’ opinions towards task-based writing instruction. The samples were 35 Grade 10 students at Chulalongkorn University Demonstration Secondary School. They were enrolled in English Writing Through Tasks course in the first semester, academic year 2008. The data were collected quantitatively and qualitatively. A within-group paired-sample t-test was used to investigate the differences between the mean scores from the pre and post English writing test. The qualitative data were analyzed using content analysis and shown in frequency and percentage. The findings of the study revealed that (1) there was a significant difference in students’ mean scores on English writing abilities before and after the students’ participation in task-based writing instruction at the significant level of .05; (2) students reflected towards the benefits and difficulties in the learning logs. They reported that task-based writing instruction enhanced their confidence in writing, developed their writing skills, and promoted their knowledge of vocabulary and grammar. In terms of the limitations, students said that they had problems with language use, vocabulary, and time allocation.