• Najmeh Maghsoudi

  Author

• Sima Sayadian

  Author

Task-based writing is one of the most important and inseparable parts of task-based instruction
which has recently received paramount attention. The present study investigated the effectiveness
of task-based language teaching (TBLT) in developing writing argumentative essays among
Iranian EFL learners at Islamic Azad University of Kerman, Iran. The participants of the study
were 63 students from two intact classes enrolled in essay writing course. The data were
collected by pre-test and post-test of argumentative essays. The experimental group underwent
treatment sessions including task-based instruction of writing argumentative essays while the
control group followed the traditional way of writing instruction. Both groups were post-tested
after the treatment sessions. The data were analyzed using independent samples t-test to find out
any significant difference between the experimental and control groups in terms of their ability
of writing argumentative essays. Paired samples t-tests were also used to see if there is any
significant difference between the pre-test and post-test scores of both groups. The result of
independent samples t-test revealed that the experimental group_ taught by task-based
approach_ outperformed the control group in their post-test. Furthermore, the result of paired
samples t-tests showed that the performance of the experimental group differed significantly
when they were taught through TBLT. The findings revealed that TBLT seems to be an effective
means in developing students’ writing ability of argumentative essays. The findings suggest
important implications for language teachers as well as syllabus designers.

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