The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis
Article Sidebar
Publicado:
Jan 5, 2022
Main Article Content
Resumo
Introduction. This systematic research synthesis investigated the effectiveness of Task-based language teaching interventions on L2 writing performance of intermediate level students. Objective. The main aim was to determine the effects of independent variable manipulations of task-based language teaching on different modes of writing measured holistically and by means of CALF constructs. Methodology. The integration of qualitative and quantitative data was carried out by means of a systematic literature search and retrieval of published articles from 2010 until September 2011. Substantive and methodological features of the studies were coded and compared for the identification of commonly used practices and trends within the Task-based language teaching and L2 writing research domain. Results. The results indicate 3 major types of task-based interventions: TBLT framework, task complexity manipulations and task planning conditions have prevailed as treatments. Task complexity treatments have had beneficial effects on measures of fluency and lexical complexity while strategic planning and planning time also favored fluency in L2 writing. In turn, TBLT framework lesson treatments yielded large effects measured as Cohen’s d. Conclusion. In spite of the wide variety of treatment conditions and outcome measures for different modes of L2 writing, support is given to the importance of the pre-task cycle stage management of TBLT for intermediate level learners.
Downloads
Não há dados estatísticos.
Metrics
Carregando Métricas ...
Article Details
Como Citar
Navarrete Cuesta, P. V., & Fernández, A. M. (2022). The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis. Ciencia Digital, 6(1), 27-46. https://doi.org/10.33262/cienciadigital.v6i1.1953
Seção
Artículos
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Referências
Abrahams, Z. (2019). The effects of integrated writing on linguistic complexity in L2 writing and task-complexity. System, 81(2019), 110-121. https://doi.org/10.1016/j.system.2019.01.009
Adams, R., Alwi, M. N. & Newton, J. (2015). Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing 29(2015), 64-81. http://dx.doi.org/10.1016/j.jslw.2015.06.002
Biber, D., Conrad. S., (2009). Register, genre and style. Cambridge University Press.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cumming, A. (2013). Writing development in second language acquisition. In C. A. Chappelle (Eds.), The encyclopedia of applied linguistics. Blackwell Publishing Ltd.
Dirgeyasa, I. (2018). The effect of task-based language teaching (TBLT) on tertiary ESOL learners’ academic writing achievement. Journal of Education and Learning 12 (1), 97-104. http://doi.org/10.11591/edulearn.v12i1.7429
Dormer, R. (2017). ‘Fluency’ in L2 writing: a literature review. Kwansei Gakuin University Humanities Review, 21, 275-284.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323.
Frear, M. & Bitchener, J. (2015). The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing 30(2015), 45-47. http://dx.doi.org/10.1016/j.jslw.2015.08.009
Golpavar, S. & Rashidi, F. (2021). The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing. System 99 (2021),102524. https://doi.org/10.1016/j.system.2021.102524
Heyvaert, M., Maes, B., Onghena, P. (2011). Mixed methods research synthesis: definition, framework, and potential. Springer Science + Business Media B.V. 2011. https://doi.org/10.1007/s11135-011-9538-6
Housen, A., Kuiken, F. & Vedder, I. (2012). Dimensions of L2 performance and proficiency. John Benjamins Publishing Company.
Hsu, H. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System 93 (2020), 102328. https://doi.org/10.1016/j.system.2020.102328
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13-18.
Kafipour, R., Mahmoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education 5 (1). https://doi.org/10.1080/2331186X.2018.1496627
Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing 20 (2011), 148-161. http://doi.org/10.1016/j.jslw.2011.02.001
Kuiken, F. &Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45, 261–284.
Lee, J. (2020). Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing 50 (2020), 100777. http://doi.org/10.1016/j.jslw.2020.100777
Marashi, H. & Mirghafari, S. (2019). Using Content-Based and Task-Based teaching in a critical setting to improve EFL learners’ writing. Studies in English Language and Education, 6(1), 26-43. http://doi.org/10.24815/siele.v6i1.11745
Norris, J. M., Ortega, L. (Eds.). (2006). Synthesizing research on language learning and teaching. John Benjamins Publishing Company.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Parvizi, G., Khoshsima, H. & Tajik, M. (2016). The impact of task-based language teaching on Iranian female intermediate EFL learners’ writing performance. International journal of learning and development 6 (4). http://dx.doi.org/10.5296/ijld.v6i4.10341
Rajabi, B. & Hashemian, M. (2015). TBLT or technology: Which is effective to teach resumptive pronouns in writing? Procedia-Social and Behavioral Sciences 192 (2015), 321-326. http://doi.org/10.1016/j.sbspro.2015.06.046
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.
Sari, A., Kaharuddin, A. & Jabal An Nur, M. (2020). Task-based language teaching in the classroom: An effort to teach students’ skills in writing descriptive text. 2nd International conference on English Language Education (ICONELE) 2020.
Sari. N.N.R., Tantra, D.K. & Santosa, M. H. (2018). Task-based language teaching and text types in teaching writing using communicative approach. SHS Web of conferences 42, 00064 (2018). https://doi.org/10.1051/shsconf/20184200064
Shajeri, E. & Izadpanah, S. (2016). The impact of task complexity along single task dimension on Iranian EFL learners’ writing production. Theory and Practice in Language Studies 6 (5), 935-945. http://dx.doi.org/10.17507/tpls.0605.04
Skehan, P. (1998). A cognitive approach to language learning. Oxford. Oxford University Press.
Tabari, M. A. (2021). Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output. Journal of Second Language Writing 52 (2021), 100814. http://doi.org/10.1016/j.jslw.2021.100814
Vasylets, O., Gilabert, R. & Manchon, R. (2017). The effects of mode and task complexity on second language production. Language Learning 67(2), 394-430. http://doi.org/10.1111/lang.12228
Zhan, J. & Ong, J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing 19 (2010), 218-233. http://doi.org/10.1016/j.jslw.2010.10.003
Zhan, J., Sun, Q. & Zhan, L. (2021). Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research (2021),1-22 -. http://doi.org/10.1177/13621688211024360
Adams, R., Alwi, M. N. & Newton, J. (2015). Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing 29(2015), 64-81. http://dx.doi.org/10.1016/j.jslw.2015.06.002
Biber, D., Conrad. S., (2009). Register, genre and style. Cambridge University Press.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cumming, A. (2013). Writing development in second language acquisition. In C. A. Chappelle (Eds.), The encyclopedia of applied linguistics. Blackwell Publishing Ltd.
Dirgeyasa, I. (2018). The effect of task-based language teaching (TBLT) on tertiary ESOL learners’ academic writing achievement. Journal of Education and Learning 12 (1), 97-104. http://doi.org/10.11591/edulearn.v12i1.7429
Dormer, R. (2017). ‘Fluency’ in L2 writing: a literature review. Kwansei Gakuin University Humanities Review, 21, 275-284.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323.
Frear, M. & Bitchener, J. (2015). The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing 30(2015), 45-47. http://dx.doi.org/10.1016/j.jslw.2015.08.009
Golpavar, S. & Rashidi, F. (2021). The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing. System 99 (2021),102524. https://doi.org/10.1016/j.system.2021.102524
Heyvaert, M., Maes, B., Onghena, P. (2011). Mixed methods research synthesis: definition, framework, and potential. Springer Science + Business Media B.V. 2011. https://doi.org/10.1007/s11135-011-9538-6
Housen, A., Kuiken, F. & Vedder, I. (2012). Dimensions of L2 performance and proficiency. John Benjamins Publishing Company.
Hsu, H. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System 93 (2020), 102328. https://doi.org/10.1016/j.system.2020.102328
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13-18.
Kafipour, R., Mahmoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education 5 (1). https://doi.org/10.1080/2331186X.2018.1496627
Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing 20 (2011), 148-161. http://doi.org/10.1016/j.jslw.2011.02.001
Kuiken, F. &Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45, 261–284.
Lee, J. (2020). Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing 50 (2020), 100777. http://doi.org/10.1016/j.jslw.2020.100777
Marashi, H. & Mirghafari, S. (2019). Using Content-Based and Task-Based teaching in a critical setting to improve EFL learners’ writing. Studies in English Language and Education, 6(1), 26-43. http://doi.org/10.24815/siele.v6i1.11745
Norris, J. M., Ortega, L. (Eds.). (2006). Synthesizing research on language learning and teaching. John Benjamins Publishing Company.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Parvizi, G., Khoshsima, H. & Tajik, M. (2016). The impact of task-based language teaching on Iranian female intermediate EFL learners’ writing performance. International journal of learning and development 6 (4). http://dx.doi.org/10.5296/ijld.v6i4.10341
Rajabi, B. & Hashemian, M. (2015). TBLT or technology: Which is effective to teach resumptive pronouns in writing? Procedia-Social and Behavioral Sciences 192 (2015), 321-326. http://doi.org/10.1016/j.sbspro.2015.06.046
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.
Sari, A., Kaharuddin, A. & Jabal An Nur, M. (2020). Task-based language teaching in the classroom: An effort to teach students’ skills in writing descriptive text. 2nd International conference on English Language Education (ICONELE) 2020.
Sari. N.N.R., Tantra, D.K. & Santosa, M. H. (2018). Task-based language teaching and text types in teaching writing using communicative approach. SHS Web of conferences 42, 00064 (2018). https://doi.org/10.1051/shsconf/20184200064
Shajeri, E. & Izadpanah, S. (2016). The impact of task complexity along single task dimension on Iranian EFL learners’ writing production. Theory and Practice in Language Studies 6 (5), 935-945. http://dx.doi.org/10.17507/tpls.0605.04
Skehan, P. (1998). A cognitive approach to language learning. Oxford. Oxford University Press.
Tabari, M. A. (2021). Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output. Journal of Second Language Writing 52 (2021), 100814. http://doi.org/10.1016/j.jslw.2021.100814
Vasylets, O., Gilabert, R. & Manchon, R. (2017). The effects of mode and task complexity on second language production. Language Learning 67(2), 394-430. http://doi.org/10.1111/lang.12228
Zhan, J. & Ong, J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing 19 (2010), 218-233. http://doi.org/10.1016/j.jslw.2010.10.003
Zhan, J., Sun, Q. & Zhan, L. (2021). Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research (2021),1-22 -. http://doi.org/10.1177/13621688211024360