EXPLORING THE IMPACT OF TASK-BASED INSTRUCTION ON THE ENHANCEMENT OF ENGLISH LANGUAGE WRITING SKILLS AMONG UNIVERSITY STUDENTS

This study explores the impact of task-based instruction (TBI) on the enhancement of English language writing skills among university students. Task-based instruction, a communicative approach to language teaching, emphasizes the use of meaningful tasks to promote language acquisition. The research investigates how TBI influences key aspects of writing, including coherence, cohesion, vocabulary development, grammatical accuracy, and overall communicative competence. A quasi-experimental design was adopted, involving two groups of undergraduate students: one exposed to task-based instructional strategies and the other taught using traditional methods. Data were collected through pre- and post-writing tests, classroom observations, and structured questionnaires. The findings revealed that students exposed to TBI demonstrated significant improvements in content organization, creativity, and linguistic accuracy compared to those taught with conventional approaches. The study concludes that TBI is an effective pedagogical strategy for enhancing university students’ writing proficiency in English, offering valuable implications for curriculum design, language pedagogy, and second language acquisition research