Exploring the Effectiveness of Task Based Language Teaching in the Improvement of Master Level Students’ Narrative Writing Skill

This paper explores the effectiveness of task based language teaching (TBLT) in improving master level students’ narrative writing skill as well as students’ perception of task based language teaching. The sample has been taken in two stages. In the first stage two classrooms of MA English part 1(morning and evening) comprising 122 students have been selected by non-probability sampling technique. In the second stage, 60 students were selected and divided into two groups randomly after they were passed through a structure test adopted from old papers of English of grade 12. The treatment class has been taught for 20 days through task based language teaching. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes comprising 60 students. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. T-test was run to analyse improvement between the groups. Test results revealed highly significant difference between two groups. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study may inspire the teachers to adopt task based language teaching to improve students’ narrative writing as well as other skills.