The Effectiveness of Technology-Mediated Task-Based Language Teaching in Teaching English Writing Skills to the Students of Higher Secondary Level

Abstract

This quasi-experimental study provides a comparison between the effectiveness of technology-mediated task-based language teaching (TBLT) and that of traditional language teaching method for writing English in Pakistan at higher secondary level. The study aims to know whether TBLT is more effective, especially, when the task is supported with technology. The study also attempts to know the advantages and problems, if any, faced by the students while learning through technology-mediated TBLT. Using quantitative method of research, pretests and posttests were used to see the effect of the treatment. In addition to these tests, a questionnaire was also administered to get the opinion of the students about their experience of using technology-mediated TBLT. The treatment group was given the instruction through technology-mediated task, whereas the control group received instruction through traditional method for 30 days. IETLS 9-band scale was used to evaluate the pre and posttests of both groups. The findings revealed that the teaching through technology-mediated TBLT helped students increase their writing skills more than traditional teaching method. Moreover, the students were also satisfied with the use of TBLT and preferred it over traditional teaching method.