The effect of task-based language teaching on analytic writing in EFL classrooms

Figures & data

Table 1. A framework for designing task-based lessons (Ellis, 2006, p. 80)

Phases	Examples of options
A. Pre-task	* Framing the activity (e.g. establishing the outcome of the task) * Planning time * Doing a similar task
B. Task performance	* Time pressure
C. Post-task	* Number of participants * Learner report * Conscious-raising * Repeat task

Table 2. Results of independent samples t-test for the two groups’ performance on the writing pretest

Levene’s Test for Equality of Variances		t-test for Equality of Means
F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
							Lower	Upper
.725	.397	.258	67	.797	.07353	.28520	−.49573	.64279
		.258	66.857	.797	.07353	.28527	−.49589	.64295

Table 3. Descriptive statistics for groups’ performance on components of writing samples as the pretest

	Groups	Mean	Std. Deviation	Std. Error Mean
Content	Control	1.6912	.60321	.10345
	Experimental	1.6571	.65047	.10995
Organization	Control	1.4412	.48873	.08382
	Experimental	1.5571	.52541	.08881
Vocabulary	Control	1.6765	.38695	.06636
	Experimental	1.7429	.51978	.08786
Language use	Control	1.6912	.34848	.05976
	Experimental	1.5286	.38239	.06463
Sentence mechanics	Control	1.6176	.42745	.07331
	Experimental	1.5571	.41606	.07033

Table 4. Results of independent samples t-test for the two groups’ performance on the writing pretest

	Levene’s Test for Equality of Variances		t-test for Equality of Means
	F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
								Lower	Upper
Content	.263	.610	.225	67	.823	.03403	.15113	−.26763	.33570
			.225	66.859	.822	.03403	.15097	−.26731	.33537
Organization	.124	.725	−.949	67	.346	−.11597	.12225	−.35997	.12804
			−.950	66.877	.346	−.11597	.12212	−.35972	.12779
Vocabulary	3.263	.075	−.600	67	.550	−.06639	.11057	−.28709	.15431
			−.603	62.801	.549	−.06639	.11010	−.28643	.15365
Language use	.333	.566	1.845	67	.070	.16261	.08815	−.01334	.33855
			1.847	66.733	.069	.16261	.08803	−.01312	.33833
Sentence mechanics	.396	.531	.596	67	.553	.06050	.10155	−.14218	.26319
			.596	66.788	.553	.06050	.10159	−.14227	.26328

Table 5. Results of independent samples t-test for the participants’ performance on the posttest

	Levene’s Test for Equality of Variances		t-test for Equality of Means
Posttest	F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
								Lower	Upper
Equal variances assumed	.315	.577	−1.987	63	.000	−3.6305	.23723	−.94549	.00263
Equal variances not assumed			−1.966	58.056	.000	−3.6305	.23978	−.95138	.00853

Table 6. Descriptive statistics for groups’ performance on components of writing samples in the posttest

	Groups	Mean	Std. Deviation	Std. Error Mean
Content	Control	1.7941	.61690	.10580
	Experimental	2.4857	.72239	.12211
Organization	Control	1.6324	.52669	.09033
	Experimental	1.9286	.50210	.08487
Vocabulary	Control	2.0000	.40825	.07001
	Experimental	2.6286	.49024	.08287
Language use	Control	2.4412	.45668	.07832
	Experimental	2.7714	.42604	.07201
Sentence mechanics	Control	2.3529	.51536	.08838
	Experimental	2.8286	.43628	.07374

Table 7. Results of independent samples t-test for the two groups’ performance on the writing posttest

	Levene’s Test for Equality of Variances		t-test for Equality of Means
	F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
								Lower	Upper
Content	.141	.708	−4.271	67	.000	−.69160	.16194	−1.01482	−.36837
			−4.281	67	.000	−.69160	.16156	−1.01418	−.36902
Organization	3.114	.082	−2.392	67	.020	−.29622	.12386	−.54344	−.04900
			−2.390	67	.020	−.29622	.12394	−.54364	−.04880
Vocabulary	10.580	.002	−5.779	67	.000	−.62857	.10877	−.84568	−.41146
			−5.794	67	.000	−.62857	.10848	−.84520	−.41195
Language use	1.414	.239	−3.107	67	.003	−.33025	.10629	−.54240	−.11810
			−3.104	67	.003	−.33025	.10640	−.54266	−.11785
Sentence mechanics	3.217	.077	−4.142	67	.000	−.47563	.11483	−.70483	−.24643
			−4.132	64.56678	.000	−.47563	.11511	−.70555	−.24571

Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 79–101.

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