The effect of task-based language teaching on second language learners` autonomy and writing skills

Abstract

Task-based language teaching has become increasingly popular in the field of language teaching and learning. The Centre for Foundation Studies. CFS, at the International Islamic University Malaysia has recently implemented task-based language teaching (TBL T) in its curriculum. This study investigates the effect taskbased language teaching has on second language learners autonomy and writing skills. A mixed method design was adopted to address the objectives of the study. Both quantitative and qualitative methods of data analysis were employed. Specifically, data were collected using triangulated methods comprising two questionnaires, semi-structured interviews and document analysis. Quantitative data gathered from the students and teachers questionnaires were analysed using the SPSS software package. Descriptive statistics such as frequency counts and percentages were used to analyse the results of the closed-ended questions from the questionnaires. Qualitative data, gathered from open-ended questions in the questionnaires, interviews, and document analysis, were interpreted in a descriptive manner. The findings show that both teachers and learners perceived task-based language teaching ·in a positive light. Moreover, the majority of participating teachers believ·ed that taskbased language teaching promotes learner autonomy. It is also revealed that students were not ready to independently self-direct their own learning. It was also found that task-based language teaching develops learners writing skills. In fact, the findings show that task-based writing instruction is a combination of process and product approact1es to !\ITiting, as it focuses on structure and content alike. The findings therefore indicate that task-based language teaching promotes learner autonomy and develops learners` writing skills