The Effect of Task Base Language Teaching (TBLT) on Tertiary ESOL Learners' Academic Writing Achievement

The aim of the study was to investigate the effect of Task Base
Language Teaching (TBLT) on tertiary ESOL learners’ academic
writing achievement in tertiary level. Therefore, the experimental
research was applied to this study. The control group was taught
through Classical Method (CM) while the experiment group was
taught through Task Based Language Teaching (TBLT) method.
Furthermore, the pre-test and post-test were administered to students
in control group and experiment group (30 students in each group).
The data were tabulated by employing t-test in Statistical Package for
Social Science (SPSS) version 21. Based on the data analysis, the
result indicated that the null hypothesis (Ho) was rejected and the
alternative hypothesis (Ha) was accepted. It can be concluded that
there was a significant effect of Task Based Language Teaching
(TBLT) method on tertiary ESOL learners’ writing achievement
compared to Classical Method (CM) of teaching.