International Journal of English Linguistics; Vol. 10, No.

2; 2020
ISSN 1923-869X E-ISSN 1923-8703
Published by Canadian Center of Science and Education

Observing the Effectiveness of Task Based Approach in Teaching

Narrative Essay at a Private University
Hina Manzoor1, Sahar Azhar1 & Fouzia Malik1
1
NED University of Engineering and Technology, Karachi, Pakistan
Correspondence: Hina Manzoor, NED University of Engineering and Technology, University Road, Karachi,
75270, Pakistan. E-mail: eleganthina76@gmail.com

Received: December 3, 2019 Accepted: January 5, 2020 Online Published: February 5, 2020
doi:10.5539/ijel.v10n2p128 URL: https://doi.org/10.5539/ijel.v10n2p128

Abstract
Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master
this skill even after years of using English as an official/second language. The focus of this research was to prove
that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and
outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail
to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective
and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study
resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in
Pakistan. This action research used purposive sampling and employed qualitative research design since the data
comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task
phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the
teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and
coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students
achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the
same stead, the students in interview presented the view that Task Based Approach was much more successful in
teaching them narrative essay writing.
Keywords: task-based approach, narrative essay writing, task-based learning, task
1. Introduction
The treatment of English language within the Pakistani context evidently demonstrates its dominance and control
(Rahman & Sagar, 2015). A sound English learner must possess an equal ability in all skills of language;
however, the skill of writing is one of immense importance, and demands a lot of endeavors on the part of the
learner if one wishes to improve it. Also, teaching writing requires the employment of several distinct
methodologies.
When compared with other fundamental skills such as listening, speaking and reading, writing is the most
difficult skill because it requires writers to have a great deal of lexical and syntactic knowledge as well as
principles of organization in L2 to produce a good writing (Tangpermpoon, 2008).
The absence of Task Based Approach from the canvas of English Language Teaching has led to a huge gap in
transforming the classrooms into learner-centered. Within Task-Based Language Learning (TBLL), learning is
cultivated through asking the learner to do a series of activities which finally leads to the accomplishment of the
task. TBLL helps language learners get rid of learning language with a lack of context; instead it utilizes
language as an instrument to perform real-world i.e. authentic tasks. While completing the task, the learner is
forced to use language in the actual context, which grants authenticity to learning. By proving the effectiveness
of Task Based Approach, this study will serve as a guideline for teachers to employ task-based approach in
teaching narrative essay writing. Furthermore, it will also benefit students as the activities utilized in Task Based
Approach are very interesting and helpful in developing creativity within learners. This study will also serve as a
guideline for any researcher who wishes to pursue research on this topic along with curriculum designers since
they can identify the advantages of Task Based Approach in teaching writing skills.
Kareem (2013) also highlighted writing as a complicated skill which has to operate in unison with numerous

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other language skills, like planning, organizing, etc. along with developing cognitive abilities in the learners. The
design of a task-based lesson involves consideration of the stages or components of a lesson that has task as its
principal component. These phases reflect the chronology of a task-based lesson i.e. the pre-task, the during-task
and the post-task phase. However, only the during-task phase is obligatory in the task-based teaching. The rest of
the two phases are only supportive in comparison, thus enabling the course instructor to judge the outcome of the
task-based lesson. Thus, minimally a task-based lesson consists of the students just performing a task.
The last decennial of the 20th century led to the recognition of Task-Based Approach (TBA) within the domain
of ELT. It became the focal point of research and grasped the attention of several eminent intellectuals leading to
a large number of investigative studies (Sanchez, 2004). However, there is a noticeable gap of action research in
this domain. There might be several reasons for this such as: the hardships in the using this approach within a
classroom, the predicament in expanding the materials required for the implementation of this approach and a
dearth of guides related to it. All of these factors collectively lead to the fact that TBA appears to be missing
from the scene of English language learning and teaching.
In his other works, (Sanchez, 1992, 1997) has illustrated the fact that language teaching was previously based on
two approaches i.e., grammatical approach and conversational approach. Both of them appeared to be in a state
of constant tension with one another. On the other hand, TBA is not a secluded methodology in itself. Therefore,
it can only be fully comprehended if viewed in comparison with the previous methods of communication. Thus,
a little historical information is required to comprehend this approach.
Within Pakistan, a lack of task-based teaching is observed in general. For the last 70 years we have been
teaching all the four skills of language via the traditional approach, even though the research demonstrates the
effectiveness of task-based approach. The present study will be significant because there is a dearth of research
on teaching narrative writing using TBLT approach. Also, teaching essay writing serves to be a challenge for the
ELTs and this approach will ease the process of teachers’ planning. Moreover, the research studies utilizing this
approach were majorly focused on teaching generalized skills of writing and speaking through TBLT approach.
Specifically, Narrative writing was not addressed in previous research studies at large. This generated a research
gap for the researchers to conduct research in this arena.
This action research therefore, serves as a model for the educators in Pakistan that will elaborate the effects of
the task-based approach on the students when they use it for learning writing. Furthermore, this research will
also prove that task-based approach is extremely effective in teaching writing. Additionally, TBLT approach will
also facilitate the teaching of other kinds of essays. It will also contribute as a sample for teaching narrative
writing for the English language teachers (ELTs) and convince the policy makers, curriculum developers and
syllabus designers to include this approach within the curriculum since it will be beneficial for both, teachers and
students.
1.1 Importance of Task Based Approach in Language Learning
The ‘Bangalore Project’ (Prabhu, 1987) served as the basis of evolution of Task Based Approach. This project
often utilizes the term ‘task’ which attributes to the specific type of acts performed within the classroom. Such
acts were particularly fixated on the procedure of doing things (how) instead of placing the importance on
content (what) as was mostly done in the techniques of teaching in that decennial. The main aim of this project
was to cultivate grammatical competence along with enabling the learner to communicate effectively.
Furthermore, it was also assumed that developing grammatical competence was dependent upon several ‘internal
self-regulating processes’ which would later on support in delivering the meaning in ‘favorable condition’.
According to this project, the biggest duty of a language teacher was to develop such situations for the language
learners which provide them with appropriate purposeful encounters. Henceforth, any binding of following a
pre-prescribed formal syllabus was eliminated.
Vygotsky (1962, 1978) regards language as a happening triggered by the society. Language is in fact a social
event via which an individual advances his skill while residing in the society. Thus, according to him, language
is not the outcome of secluded learning; rather it is dependent on the social interactions. Furthermore, the ability
to produce language is innate within the human brain for the sole purpose of communication with the exterior
world. Every child distinctly builds their individual personalities via collaboration and contradiction with their
surroundings and especially with other humans around them. Additionally, Vygotsky (1962) also believes that
thought being completely distinct from language, only develops when interaction turns into monologue. Using
monologue, children interact with themselves and develop their language skill and in the second phase they
polish their communication skills via interaction with the society. Thus, in the light of Vygotskyan assumptions
interaction is the basis of language learning since language is purely based on society.

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There is a wide difference in the practical and theoretical framework within Task Based Approach. The review of
literature available on this subject reveals that TBA is dictated by very weak doctrines along with the fact that
every individual defines TBA in view of a distinct yardstick. Furthermore, the implementation of TBA is distinct
and varies according to every classroom and situation. Several scholars such as Prabhu (1987), Candlin (1987),
Breen (1987), Longs and Crookes (1992), etc. have defined the word task in extremely distinct ways and the
major question encompassing TBA appears to be if the differences amongst the researchers’ perspectives are
based on the fundamental differences within the tasks.
Tasks are truly defined in several different ways and in general they are illustrated to possess common
characteristics. However, two prominent characteristics are highlighted which are closely linked with the
proceedings of the project: the accomplishment of task and a thought process while carrying out the task. The
activity itself granted the control of the classroom to the instructor raising a bug question on learners’ autonomy
which Prabhu (1987) focused on. Long (1985) described task in view of the daily activities performed by the
people in real life; however, one needs to adapt these real-world tasks into the classroom environment where
they are neither beneficial nor possible to carry out. Thus, the tasks performed within a classroom need to be
‘pedagogic’ in nature and Nunan (1989) proposed such a definition of task which is much fixated on the
classroom of language:
“A piece of classroom work which involves learners in comprehending, manipulating, producing or interaction
in the target language; while their attention is principally focused on meaning rather than form” (Nunan, 1989, p.
10).
Thus, the different definitions of task presented by different researchers show that there are many outlooks to this
issue. Furthermore, this difference in opinion amongst the intellectuals may be because every individual is
looking at task from their own distinct prior concepts regarding the language teaching methodology. This results
in defining the object of study in a different way leading to distinct outcomes.
The real-world tasks and pedagogic tasks are not to be likened; the ones carried out in real world situations are
mostly not transferable to the pedagogical scenarios due to the lack of situational settings commonly available in
the real word. Therefore, in a language classroom the points of focus are the activities that help in developing
linguistic communication whether oral or written.
In Pakistan, writing pedagogy is sharply and noticeably endangered because of many advocates. This danger is
caused majorly due to the lack of available resources for teachers and students, scarcity of proficient teachers,
overburdened classrooms along with the utilization of conventional methodology for teaching writing of English
Language (Zaki, Rashidi, & Kazmi, 2013). Therefore, there is a dire need of alternative strategies which might
serve to be beneficial for the learners as well as teachers. One of such models is Task Based Approach also
referred to as Task Based Language Teaching (TBLT) when practiced within a language classroom. In the same
stead, Ahmed and Bidin (2016) justified the use of TBLT showing that its utilization in an English language
classroom enhances the writing skills of ESL learners to a great degree. This research study deems to answer the
following research questions:
Q1. What are the perceptions of intermediate learners towards TBLT approach?
Q2. Does task-based language teaching approach serve to be more effective or appropriate for teaching narrative
writing in English language?
1.2 Literature Review
No practical implementation of Task based approach appears within the Pakistani educational context. The
traditional notions of syllabus are utilized for delivering content and the pedagogical approaches are still in the
traditional phase. Therefore, task-based syllabus can play an important role in developing students’ Knowledge
about Language (KAL).
1.2.1 Task
Task based approach is still undergoing a controversial debate regarding its uniformity and practice. Breen (1987)
declared task-based approach as being process-oriented. He further stated that going through the complete
process ensures the achievement of objectives. In contrast, Long and Crookes (1992) discussed three types of
task-based syllabus in their study: the procedural syllabus, process syllabus and the task syllabus. The definition
of the term task in literature has been given by several (Prabu, 1987; Bygate, 2001; Ellis, 2000, 2003; Lee, 2000;
Long, 1985, 1991, 1997, 2005; Nunan, 2004; Richards & Rodgers, 2001; Salaberry, 2001; Skehan, 1998a, 1998b,
2003; Willis, 1996a, 1996b, 1998). A few simple definitions are as under:

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Wills (1996) said, “Tasks are always activities where the target language is used by the learner for a
communicative purpose (goal) in order to achieve an outcome” (p. 23).
Ellis (2003) expounded “A task requires personal information to be exchanged, or a problem to be solved, or a
collective judgment to be made and bears a relationship to things that happen outside the classroom” (p. 38).
In a nutshell, task is an activity designed for a specific purpose or construct in teaching. Its aim is to achieve the
objectives effectively within a small span of time. It enables the student to get better understanding of the taught
content via organized stages.
1.2.2 Framework of the Task-based Approach
A task-based approach is a learner centered approach in which the teacher works as a facilitator rather than an
authoritarian and creates a conducive learning environment for the students. Nunan (2006) mentioned five
characteristics of the task-based approach in his study:
1) Meaning is primary.
2) Learners are not provided with restated activities.
3) There is some relevant relationship to real-world activities in it.
4) The completion of task has major considerations.
5) The achievement of the outcomes is assessed through given tasks.
While implementation of a task-based approach, the topics are designed by the instructors and are based on
needs and expectations of learners. They also incorporate the learning goals. Willis (1996) emphasized on the
selection of such types of tasks as an activity for teaching i.e., listing, matching, ordering/sorting, comparing/
contrasting, problem solving, sharing personal experiences and other creative tasks/projects.
The topic selected for teaching students was constructed under 3 phases. Following table provides a brief picture
of the plan:

Table 1. Willis’ J. (1996) TBLT framework

Phase Purpose Examples
Pre-task Introduce the topic and prepare students to Observe model of the task
perform the task Activate topic schema
Task planning opportunity
During Task Undertake and execute the actual task Provide students data needed to complete the task
Instructor monitoring of student performance
Post-task Opportunity to repeat or expand task Student presentation and other public performances of task
Allow reflection of task Report summarizing task outcomes

Adopted from “Task-based language teaching and learning: An overview”, Oxford, R. L. (2006, p. 20). Asian
EFL Journal.
In the recent years’ research has sparked interest towards task-based language learning and teaching (Willis,
1996; Skehan, 1996, 1998; Bygate, Skehan, & Swain, 2000; Ellis, 2000, 2006). All the aforementioned studies
have been carried out in different Asian and Western contexts. Wills (1996) presented a three-step sequence of
Task- based approach for addressing underlying TBT principles. Additionally, Skehen (1996, 1998) explored
pedagogical structure and future dimensions of TBA and Ellis (2006) elaborated the utilization of tasks in TBA
within actual lesson plans. This study also explained how this pedagogical competency can be utilized by
language teachers.
Likewise, Sofia (2013) incorporated TBL approach in teaching technical writing to engineering students, which
resulted in enhanced writing skills of students. Similarly, Narjeed and Sayyed (2013) identified the pre-task step
of this approach as an effective strategy for developing writing ability while accomplishing personal or
decision-making tasks among EFL learners. On the contrary, Linglay (2006) found that the same approach has
limited practice within the Canadian context.
1.2.3 Modes of Writing
Writing among other skills of language is considered as the most challenging in terms of adoption or adaption.
Kim and Kim (2005) researched that EFL learners mostly face “time constraints in learning writing” (p. 68). In

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Pakistan, the students are facing the same problem. The curricula of schools and colleges have a long history of
practicing traditional language teaching methods. Many genres are being practiced at different levels of
education for a long time (Blicblau, Mc Manus, & Prince, 2009) but no positive outcome is observed.
Devitt (2008) defined genres as the ways of communication, meeting expectations and saving time. Genres refer
to different modes of writings and are broadly classified into four types; descriptive, narrative, expository and
argumentative (Connor, 1996; Richards & Schmidt, 2002). This paper inculcates and discusses the application of
TBLT approach in teaching narrative writing.
1.2.3.1 Narrative Writing
It is accepted as the most famous and simplest among the writing modes. Richards and Schmidt (2002) defined
“narrative writing reports an event or tells the story of something that happened” (p. 337). This writing type
entertains, excites and at times becomes informative for the readers. In addition, “Narrative text depicts events,
actions, emotions, or situations the people in a culture experience” (Graesser, Golding, & Long, 1991, mentioned
in Dickson et al., 2007). Thus, the events are organized and presented to the readers in such a way that they seem
real and take the reader into the world of imagination. Moreover, Jewell (2004) presented the most extensive
definition for narrative writing:
“Narration” or a “narrative” is a detailed description of events. It represents the list of events in sequence written
in the form of a paragraph. The purpose of narrative writing is not to demonstrate any cause and effect; it only
exhibits what happened and in which order” (p. 4).
1.2.4 Recent Research Studies Related to Narrative Writing and TBLT
The use of TBLT for teaching language skills such as writing and speaking is common in the research arena.
Narrative writing teaching has been focused by several researchers throughout the world both within the
international and Pakistani context. A few of these studies have been illustrated in the table below:

Table 2. Recent studies related to TBLT around the world

Researcher Year Topic/Purpose of Study Method and Tools Population/ Sample Findings
Karim, 2014 To find whether or not the Quasi-experiment 66 first year students The students’ ability in writing
Husain and implementation of TBLT al research (class X) of SMAN 2 narrative text improved within
Weda improves the students’ design; Bantaeng (p. 66) the experimental group who were
ability in writing narrative writing test; treated using TBLT approach (p.
text (p. 63) questionnaire (p. 63)
66)
Kafipour, 2018 To examine the impacts of Quantitative 80 Iranian learners Significant improvements were
Mahmoudi utilizing task-based writing experimental (male and female) observed in the writing ability of
and instruction on Iranian EFL method; studying English as a the Iranian EFL learners who
Khojasteh learners’ writing Oxford Quick foreign practiced writing skills using
competence (p. 1) Placement Test; language at the task-based language
Two TOEFL intermediate level (p. teaching techniques (p. 1)
based comparable 6)
writing tests (p.
6)
Birjandi and 2011 To discover the impact of Quasi-experiment 120 students from Teaching narrative and
Malmir task-based approach al research Iranian junior and expository writing through TBA
Vs. traditional approach on design; senior EFL learners is more efficacious than teaching
the narrative and TOEFL test- studying English them via the traditional approach
expository writing of the A writing Language Translation (p. 1-2)
Iranian EFL learners (p. 1) pre-test; at Islamic Azad
A narrative University of
writing post-test Hamedan (p. 7)
(p. 1-2)
Akil, Jafar 2018 To establish the learners’ Case Study; 29 students of tourism The students’ response towards
and Halim response to the Observation; management in the implementation of task-based
implementation of TBA in questionnaire; Polytechnic of teaching in enhancing students’
improving students writing documentation (p. Makassar registered in writing performance were
performance (p. 27) 27) 2015/2016 (p. 29) extremely good (p. 32)

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Researcher Year Topic/Purpose of Study Method and Tools Population/ Sample Findings
Ahmed 2018 To evaluate the impact of Quasi-experiment 50 Pakistani ESL The performance of experimental
TBLT in enhancing writing al research learners at group was better than the control
and speaking skills of design; undergraduate level group in L2 writing and speaking
Pakistani undergraduates Tests (pre-test enrolled in and it was deduced that TBLT
(p. iii) and post-test); Environmental improved L2 writing and
Reflective Sciences and Business speaking skills (p. iii)
Journals (p. iii) Administration (p.
142)
Rashid 2017 To evaluate the efficacy Quasi-experiment 122 students in seven Highly significant difference was
TBLT in enhancing master al research different Government seen among the two groups. The
level students’ narrative design; and Private Institutes treatment groups’ general
writing skill along with Tests (pre-test in tehsil perception towards TBLT was
their beliefs regarding and post-test); Rahim Yar Khan (p. positive (p. 20)
TBLT (p. 20) Perception 22)
Questionnaires
(p. 23)
Prasetyawati 2017 The implementation of Descriptive VIII Grade The implementation of teaching
teaching narrative text by qualitative Students writing
using task-based instruction research method; Of SMP narrative text using TBI was well
and the students’ Observation; Muhammadiyah 1 conducted
difficulties in questionnaire; Gatak in the year and the written works of students
writing narrative text (p. Interview 2015/2016 were well organized. However.
xii) the students faced difficulties in
finding the meaning of a text and
were unfamiliar with past tense
(p. xii)
Pragasam, 2018 Inspecting whether Action research; 10 Form Four The students performed well in
Singh, Singh, Task-based learning (TBL) Observation; students from a school TBL Lesson as compared to other
Mostafa, can enhance narrative Reflective situated in the rural lessons and perceived it helpful
Ja’afar, writing composition among journal; area (p. 52) in teaching narrative writing skill
Abdullah, form four students. (p. 49) Semi-structured and reflected positive responses.
Zulkepli and interview; Also, task-based learning
Khaja Documents (p. improved students’ performance
49) in narrative writing (p. 49)
Kadel 2013 To discover Quasi- 50 students (male and The use of TBLT in developing
the effectiveness of TBLT experimental female) of Grade 9 writing skills in English has been
in developing writing skills research design; from two schools (p. proved
of secondary level learners textbook analysis, 176) successful since experimental
in Nepal (p. iv) Tests (pre-test group showed significant
and post-test), improvement in the post test (p.
and intervention 269)
tasks for writing
skills (p. 177)
Ahmed, and 2016 to ascertain the efficacy of Quasi- 30 International The experimental group
Bidin TBLT in experimental students from performed expansively better
improving writing skills of research design; different nations all than the control group in their L2
the university Tests (pre-test part of the writing skill since there were no
undergraduates learning and post-test) (p. expanding circle in significant differences to
English language at the 212) the Kachru’s (1990) mark any improvement in the
language centers in three concentric scores of control group during
the public sector circles (p. 211) pretest and posttest in their
institutions of tertiary level writing skills (p. 214)
in Malaysia (p. 208)

2. Method
2.1 Research Design
Bogdan and Biklen (2006) describe qualitative research as one which “seeks to grasp processes by which people
construct meaning and to describe what those meanings are” (p. 43). Under this approach, the current research
study follows action research design which was presented in 1940s by Kurt Lewin. Action research is an

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investigation in the direction of an instructor’s job and their learners’ learning within the classroom setting
(Feldman & Mintsrel, 2000). Also, “Action research implies no specific methods of inquiry. Methods
are context-bound and will be operationally shaped in the light of the problems that are presented in the context.
Action research has no distinctive methodological characteristics…” (Elliott, 2005, p. 370). A lot of researches in
this domain have adopted experimental research design however, the present study employed action research as
one of the researchers was the course instructor and additionally had to teach narrative essay (as part of the
syllabus). The students also demonstrated poor performance in descriptive writing lessons taught earlier.
Therefore, the researcher decided to implement a different strategy for teaching narrative writing in the classroom.
The following research study was carried out via TBA in a cycle of a) Planning) Action and c) Fact finding.
Students were taught Narrative essays by using task-based approach and at the last stage their writing was assessed
on the basis of IELTS writing assessment criteria.
2.2 Population
The population of this study comprised of undergraduate female students from a private university in Karachi.
The students were registered in a 4-year degree program i.e., Bachelors of Science in Bio-Chemistry from the
Faculty of Science in a public university.
2.3 Sample
Purposive sampling technique was used for the collection of data for this research and a specific classroom under
the guidance of the researcher (as the course teacher) was selected for this purpose. Purposive sampling is a
useful technique through which essential data is collected for specific setting, persons and events that cannot be
accomplished by any other source (Maxwell, 1996).
The sample of this study consisted of 38 undergraduate second year female students of Bachelors of Science
registered in course English C–IV during fall 2017. The learners’ age group varied from 18 to 21 years with
diverse cultural, linguistic and ethnic backgrounds. Also, the learners had experienced distinct mediums of
instruction during their previous education i.e. English and Urdu. They had also studied three compulsory
courses of English language at the university prior to this research study.
2.4 Instruments
Data was collected in the form of narrative essays after conducting a series of tasks from the undergraduate
students in the researcher’s classroom. It was analyzed and evaluated through IELTS writing rubrics and the
scores were assigned as per the given scoring criteria of IELTS. Triangulation was done through open ended
interviews from five students to validate the collected data.
2.5 The Application of Task-Based Approach in the Classroom
2.5.1 Pre-Task Stage
The lesson was planned and the basic Narrative essay writing elements were taught through power point
presentation. In the first stage, task number 1 (Appendix A) was administered. It was based on a two-picture
handout and the students had to determine and establish characters, plot, problem, climax, resolution and
construct a thesis statement based on the problem they had assumed. The time allotted for this activity was 50
minutes since this was the duration of a period at the institution
2.5.2 While-Task Stage
In the while task stage, task 2 (Appendix B) was carried out. For this purpose, a prompt was provided and the
students were asked to write a story based on the problem. The aim of this second attempt was to polish the
students’ skills and transform them into independent narrative writers. The time given for this activity was also
similar to the previous task i.e. 50 minutes.
2.5.3 Post-Task stage
Task No. 3 (Appendix C) was based on a test of writing a narrative essay in the class. At this stage, the learners
were asked to complete the task independently without any support from the teacher. The duration of 50 minutes
was again given to them for the completion of the assigned task.

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3. Results

1
15

9
1
10 8
7
6
5
4
5 3
2
1

0
1 2 3 4 5 6 7 8 9

Ban
nds Studentss

Figure 1. Baands to studentts’ ratio

The data ccollected in thee post-task phaase i.e., the narrrative essays w
written by the students weree assessed usin
ng the
criteria of writing assesssment rubrics ppresented in thhe guide for thee teachers published by IELT TS in the year 2015.
The 9 bannds mentionedd in the writingg assessment rubrics were aawarded on thhe basis of fouur parameters: task
achievemeent, cohesion and
a coherence,, lexical resourrce, and gramm matical range aand accuracy.
Only one student scoredd 9 bands in thhe post test annd she was ann effective useer of English language. Very
y few
(unsystem
matic) errors were
w observedd in her essayy and she utiilized approprriate and necessary vocabu ulary.
Additionallly, her writingg also had the aability to deal with complex situations.
Likewise, two students scored 7 bannds in the post test and apppeared to be ggood users off English langu uage.
However, they were affeected by occasiional inaccuraacy, misinterpreetation and unsuitable vocabbulary. Furthermore,
they demoonstrated the ability
a of usinng the compleex language sttructures fairlyy well and poossessed a sense of
detailed arrgumentation.
In the sam
me stead, eightt students secuured a score oof 6 bands in tthe writing tassk and were reegarded as ave
erage
users of E
English languagge. Their writiing showed ann effective skilll along with a few mistakess, unsuitable words
w
and misintterpretations inn certain conttexts. The use of complex structures of EEnglish languagge was seen in n the
essay but w
was limited to common situaations.
Moreover,, fifteen studeents scored 5 bands in the post-task andd were regardded as modestt users of En nglish
language. Their writings showed a limmited commannd of English,, since they w were majorly uunable to deal with
complex laanguage structtures. Howeverr, the use of Ennglish in ordinnary situations was a lot betteer.
In additionn, eight studennts secured a sscore of 4 bandds in narrativee essay writingg task and appeared to be lim
mited
users of E
English languagge. Their basiic competence appeared to bbe restricted too common situuations and ce ertain
issues werre seen in compprehension andd verbalizationn. Also, the usee of complex llanguage was ccompletely missing
from the wwriting.
Apart from m this, four stuudents scored 3 bands in the post task annd were regardded as extremeely limited use
ers of
English laanguage. Theirr writing depiccted the abilityy to communiicate and undeerstand only ccommon mean nings,
strictly lim
mited to commoonplace situatiions. Recurringg breakdowns were also eviddent in their coommunication.
For trianguulating the resuult, an intervieew was conduccted from five participants w
who were seleccted randomly from
the class. Each participaant answered a set of 4 queestions and thheir responses were utilized for generating g the
following themes.
3.1 Percepption Regardinng Teaching Appproach
The first qquestion was about
a the diffeerence betweenn experiencingg the traditionaal style of teacching essay wrriting
and teachiing essay writiing through Taask Based Appproach. Majoriity of the studeents presented the view that Task
Based Appproach was much
m more succcessful in teacching them esssay writing sinnce it was bassed on step by y step

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skill development unlike the traditional essay writing, which cultivates the entire skill at once.
3.2 Effectiveness of TBA
The second question was focused on the effectiveness of Task based Approach within the classroom. All the
participants agreed with the fact that their amount of learning drastically increased as a result of implementing
TBA in class. The participants also asserted that they were previously unaware of the fact that English language
writing expertise could be attained so smoothly.
3.3 Notion Towards the Utilization of Innovative Activities
The third question was about the activities used for TBA in class. Most of the students found the tasks interesting
and beneficial for learning narrative essay writing. Furthermore, the participants illustrated that step-by-step
progression towards the actual goal made the ordeal of acquiring language much easier for them.
3.4 Issues encountered while implementation of TBA
The fourth question was related to the issues learners faced while using Task Based Approach. In response to this,
the participants highlighted the fact that this approach took more time and they were initially unable to deal with
the topic provided to them in the post-task phase. This was because they were unable to start writing the essay
only with a topic.
4. Discussion
This study aspired to check the effectiveness of TBLT approach in teaching narrative writing within English
language. The results depicted that an overall improvement was observed in the writing skills of the students in
the light of the writing rubric adopted for the study. Learners’ narrative writing skills were evaluated through
IELTS writing assessing criteria task 1 (see appendix D). Four major criteria of IELTS writing were task
response, coherence and cohesion, lexical resources and grammatical range and accuracy. The errors in written
responses were marked by following codes (see Appendix E)

Table 3. Error codes

Errors Codes
Spellings Sp
Structure St
Grammar Gr
Coherence Coh
Lexical Resource Lr

The sample size for the study was 38 students and the procedure was based on three tasks in total. Majority of
the students (n=15) secured 5 bands which highlights that overall learners were average in terms of narrative
writing. A considerable number of students (n=8) scored 6 bands whereas a few students (n=8) gained 4 bands.
Similarly, a small number of students (n=3) acquired a very low score i.e. 3 bands. On the contrary, two students
attained 7 bands and only one student was able to obtain 9 bands which was an extraordinary performance.
Likewise, the study also aimed to identify the perceptions of intermediate learners towards TBLT approach. The
interviews highlighted the students’ perception that TBLT technique served to be more successful than the
traditional method of teaching essay writing. This was because the TBLT taught narrative essay writing in three
steps i.e. via three tasks, unlike the traditional approach which develops the writing skill in a stead. The
participants also illuminated that the implementation of Task Based Approach within the classroom led to an
immense maximization in the degree of learning narrative writing. The inclusion of innovative and captivating
tasks within TBA was also highly appreciated by the respondents since the gradual development of writing skills
made language learning simpler. Contrarily, the last question of the interview enlightened the issues encountered
by the students during the practice of TBA. In their view, this approach was more time-consuming and was
unable to cultivate autonomy in terms of narrative writing.
In a nutshell, an overall improvement in narrative writing was observed by the researcher. Secondly, consistent
use of tasks led the learners to become better writers. Regardless of the time constrains and less awareness of
TBLT, learners showed great interest while practicing narrative writing via a variety of tasks. Their perception
towards TBLT was highly positive and in the course of time they discovered it to be a more effective, systematic
and organized approach. Therefore, this teaching strategy could and should be practiced with other topics or
themes. Skehan (1996), Carless, (2009), Ellis (2009) and Akil, Jafar, and Halim (2018) also underpinned the

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effectiveness of TBLT in their research studies, which support the outcomes of this research. Likewise, Ahmed
(2018) conducted an experimental research on TBLT in Pakistan and revealed that the experimental group
performed better than control group. In the same stead, Tabari (2019) investigated task-based approach on two
groups and found that structured tasks in classrooms effectively influenced the syntactic complexity, lexical
complexity, and accuracy of L2 writing. Ratnawati (2019) in his mixed method research aimed to find the
effectiveness of TBL approach in teaching writing skill at State Vocational School in Bone and found major
improvement in students’ writing via the calculation of mean scores which increased from 34.83 in pre-test to
56.17 in post-test.
The responses of students during interview also favored the effectiveness of TBLT approach in teaching
narrative writing since it evoked more interest as compared to conventional methods. However, it is to be made a
characteristic part of the narrative writing lesson plans. This in turn, will aid in dealing with the time constraints
presented by TBA (as highlighted in the study). Rubaiat (2018) researched to find out the impact of TBLT in
enhancement of students’ reading and writing skills through survey questionnaire and classroom observation
checklist. In this study the students and teachers showed positive attitude towards TBLT and shared that TBLT
played an effective role in developing their writing skills which was similar to the study findings.
Even though this study focused on the application of TBLT in teaching narrative writing, however, this strategy
might and should be implemented in teaching other disciplines or domains as well to cope up with the new
practices. TBLT is time consuming and poses difficulty while practice, hence, professional development
trainings should be conducted for the teachers for dealing with the current and future pedagogical challenges.
Curriculum developers should also re-design the course content to create harmony among TBLT and language
learning syllabi.
Similar studies should be carried out on students of other schools, colleges or universities to determine whether
any similarities exist within the findings or to ascertain the perceptions of other students towards this approach.
Additionally, more research studies following different research designs and methodologies could also be useful
in exploring the difference between findings. This in turn, will also increase the reliability and validity of the
TBLT approach.
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Appendixx A
Narrativee Essay Writin
ng Worksheets
Task No. 11: Identify the Elements of N
Narrative Essayy in the Follow
wing Pictures.

Figure 2

Figure 3

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Appendixx B
Task No. 22: Write a Narrrative based onn the followingg prompt.
Prompt:
Imagine thhat your friendd has a great treee house. Therre is only one pproblem. The kkey is missing!
Writing Taask:
Write a stoory about how
w you and yourr friend solve the problem. M Make sure to fill in missingg information. It’s a
good idea to include detaails, interestingg words, and ddialogue. You hhave 50 minuttes.

Appendixx C
Task No. 33: Write a narraative essay on “My First Dayy at the Univerrsity.”

Appendixx D

Figurre 4. IELTS wrriting band desscriptor (2015))

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Appendixx E

Figure 5. W
Writing sample 1.1

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Figure 6. W
Writing sample 1.2

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Figure 7. W
Writing sample 2.1

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Figure 8. W
Writing sample 2.2

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Figure 9. W
Writing sample 2.3

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Figure 10. Writing sample 3.1

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Figure 11. Writing sample 3.2

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Figure 12. Writing sample 4.1

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Figure 13. Writing sample 4.2

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Figure 14. Writing sample 4.3

Copyrightts
Copyright for this articlee is retained byy the author, w
with first publiccation rights grranted to the joournal.
This is an open-access article
a distribuuted under the terms and connditions of thee Creative Com
mmons Attribution
license (htttp://creativecoommons.org/liccenses/by/4.0/).

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