The Effect of Task-supported and Activity-based Language Teaching on Intermediate EFL Learners Writing Proficiency

The present quasi-experimental study sought to investigate the impact of task-supported and activity-based language teaching (TSLT and ABLT respectively) for the development of Iranian EFL learners’ Writing. The convenient research sample, comprising 60 female intermediate learners in three intact classes, were recruited from a population of 114 learners at Jahad-e- Daneshghahi Language Institute in Urmia, Iran. The groups were randomly assigned as a control group (CG) following common traditional approaches of learning English writing, and two experimental groups (EG) including a task-supported EG (TSEG) and an activity-based EG (ABEG). The eight-session treatment was focused on some writing tasks including summaries, filling the blanks, describing a poster, short compositions and letters on the basis of issues were being taught during the semester. The distinguishing difference between TSEG and ABEG was in the methodology of providing the writing tasks, as in Task-supported language teaching, the focus is on the process of learning and on how of using tasks in class; while in Activity-based language teaching, the focus has been on the nature of activities learners employ in the classroom and learning outcomes. In other words, in TSLT, tasks are set for learners as the “behavioral blueprint”, while in ABLT, the focus is on the actual behavior produced by participants as they perform a task (Coughlan Duff, 1994, p.175).As the students of the researcher, the learners participated in their regular classes in the institute. The subjects in all groups were given a writing task pre-test (according to the TOEFL writing section prior to an achievement test to provide homogeneity at the beginning of the course. Then, in TSLT group, writing proficiency was thought to the learners based on the principles of TSLT. However, in the second experimental group, the methodology of ABLT was performed during the treatment. Both experimental groups received same writing tasks chosen from the learners’ textbooks in accordance with TOEFL writing topics. At the end of the treatment, a writing task was administered to both experimental groups and the control group as the post-test. Scoring was done on the basis of scoring scale of Expository Writing Quality Scale by (Quellmez 1988).Taking it as a quasi-experimental study, the researcher used analysis of covariance (ANCOVA) to analyze the collected data. The findings revealed that teaching writing in both groups was influential, however analyzing the data using ANCOVA showed that the learners in ABLT outperformed TSLT group. It implies that ABLT has been more effective than TSLT in writing proficiency of Iranian learners. The students found the Activity-based language learning more useful and helpful. The result can also be very useful for Iranian English Teachers who are eager to use new methods and approaches in their teaching.