Task-based learning (tbl) and the english writing Skill

Abstract

The current research analyzes the Task-based learning (TBL) method and the development of the English writing skill. To meet the objective of this work, an experimental research was developed. The research took place in Unidad Educativa Hispano América of Ambato-Ecuador with a population of 42 students from 3rd BGU, who were the experimental group of the study. All necessary information for the current work was picked up by applying online resources due to the Covid Pandemic in the country. The data was collected through a Pre-Test, application of the Task-based learning method as well as its phases, and finally a Post-Test. The results were tabulated, analyzed and discussed applying a descriptive narrative. The Pre-Test and Post-Test from KEY Paper Tests of Cambridge were applied in order to compare and contrast the results of a piece of writing after applying the TBL method. It is important to highlight that the activities and classes were developed online because of the Pandemic of Covid 19; therefore, online resources and tools like Zoom Meeting Rooms, Liveworksheets, Kahoot and WhatsApp were used for the development of the classes’ sessions. Task-based Learning is a method which includes a series of activities distributed in three phases: Pre-task, task cycle and language focus. During each phase of the TBL different activities or tasks can be applied such as: brainstorming, group works, individual activities, online flashcards, forums, vocabulary practice, prompts, games, etc. Each activity promotes independence of learners and the development of a certain area in the language learning process of a determine topic in this case the English Writing Skill. The development of the current research was organized in 4 weeks with 2 different sessions of 40 minutes per week. Finally, for an accurate verification of the hypothesis, a statistic result applying SPSS software helped to discover the relationship among the variables. The results demonstrated that the development of Task-Based Learning influences and improves the English Writing Skill in the students of the experimental group of the research