2632-6779 (Print)
2633-6898 (Online)
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China National Center for Philosophy and Social Sciences Documentation
Noor Farahhein Johari
Universiti Utara Malaysia, Malaysia
Universiti Malaysia Perlis, Malaysia
Faizahani Ab Rahman
Universiti Utara Malaysia, Malaysia
Aliff Nawi
Universiti Utara Malaysia, Malaysia
Universität Tübingen, Germany
Abstract
As blended learning becomes more prevalent in English as a Second Language (henceforth ESL) instruction, identifying pedagogical approaches that balance linguistic support with learner engagement is increasingly important. This quasi-experimental, explanatory sequential mixedmethods study investigated the effectiveness of Task-supported language teaching (henceforth TSLT) in enhancing the writing performance of intermediate ESL learners within a blended learning environment. Over six weeks, 69 participants were assigned to either an experimental group (n = 35) receiving TSLT instruction or a control group (n = 34) receiving Presentation–Practice–Production (henceforth PPP) instruction, both delivered through a blended format. Writing performance was measured through pretest and posttest argumentative essays, which were scored using an analytic rubric. Quantitative results showed significant gains in the TSLT group across all writing domains, particularly in content and vocabulary. During the focus group interview, participants regarded TSLT tasks as structured, meaningful, and engaging. Furthermore, the affordances offered by digital tools in such an environment enable opportunities for timely feedback and revision beyond class time. These findings suggest that blended TSLT may enhance writing performance.
Keywords
Task-supported language teaching, ESL, blended learning, writing performance, peer feedback