An Appraisal Of The Effectiveness Of Task-Based Approach In The EFL Writing Class

The present study is aimed to appraise the effectiveness of task-based approach in the EFL writing class. It is an experimental study by nature.It is widely acknowledged that language is learned for communication and writing is an important means of communication. Nevertheless, the fact is that EFL students have long been overlooking writing as a skill. The essential problem they have met in writing is that they have difficulties in developing ideas besides those in grammar and vocabulary. Hence, an effective method directed at dealing with the students' practical problems in writing is called for.In College English, the current course book for non-English majors, specific writing techniques are presented sequentially under the heading of "Guided Writing'', linked together into an organic blueprint for the teaching of writing. This approach, however, fails to stimulate the students" desire for real-world communication.The task-based approach, in contrast, gives learners tasks to transact in the expectation that doing tasks will drive forward language development. Yet, with the previous research mainly revolving around its implementation in oral communication, its effectiveness in teaching writing remains to be examined.In this experimental study on the effectiveness of task-based approach in the EFL writing class, three questions are addressed:1. Is task-based approach more effective in teaching writing than traditionalguided writing?2. Do the learners have a positive or negative attitude toward this approach?3. What is the teacher's role in task-based instructions from the learners' perspective?The subjects chosen for the study are from two intact classes from Yixing College, Jiangsu Radio and Television University. One of the classes is the experimental group, instructed under task-based approach, and the other serves as the control group, taught in guided-writing method. The data were collected from boththe writing test for post-measurement and the interview to the students.Major findings are reported in the light of the questions posed by the thesis. As it turns out, the experimental group under task-based instructions outperforms the control group in both language and content of the composition. The results yielding from the interview suggest that learners favor this approach. The data from the interview further indicate that the role of the teacher should be more of a consultant than of an instructor.The results of this research indicate that the advantages of task-based approach in writing are indisputable. The three phases in the task-based approach, namely, pre-task, during task and post-task, in effect, concur with the process of writing: planning, drafting and revising. Pre-task activities lower the level of difficulty of the task itself. By conducting the during-task activities, the students mainly focus on the meaning they want to convey. Post-task activities provide an opportunity for the learners to revise what they've written and contribute to the alteration of attentionfrom meaning to form.Furthermore, the task-based approach stimulates and sustains students' interest and strengthens their knowledge by engaging them in a collaborative and dynamic learning environment. The findings indicate that they profit from their own evaluation of their writing.