The Role of Task-Based Writing Activities in Reducing Second Language Writing Anxiety and Enhancing Engagement among Pakistani ESL Learners

Abstract

Writing anxiety is one of the major affective constraints on second language (L2) writing, which can hinder learners' involvement and writing achievement. Task Based Language Teaching (TBLT) has been proven to be an effective tool for meaningful language acquisition, but ithere is not much researched to see its effects on reducing ESL learners' writing anxiety and increasing their engagement in secondary schools in Pakistan. The purpose of this study was to investigate the effects of Task Based Writing Activities (TBWAs) to decrease the writing anxiety level and increase learners' engagement. The researcher employed a quasi-experimental pre-test-post-test control group design with 100 grade 9 & 10 ESL students from two secondary schools of Faisalabad, Pakistan. There were 50 students in the TBWA group and 50 students in the conventional writing group. The Second Language Writing Anxiety Inventory (SLWAI) and the Task Based Writing Activities Questionnaire (TBWAQ) were used to gather data. Descriptive statistics, paired-samples and independent-samples t-tests and Pearson correlation were used for analysing the data in SPSS. Cognitive, somatic and avoidance anxiety were shown to be significantly different between task-based intervention and control groups. The intervention was also seen to have a significant impact on the level of engagement of the learners. The results of the correlation analysis revealed a strong negative correlation between total TBWA and total WA, suggesting that there was a negative relationship between the two variables. Based on this research, Task Based Writing Activities may be seen as an effective method to lower students' anxiety in writing class and enhance students' engagement in writing. The findings of the study have implications for ELT practitioners, curriculum designers and policymakers who want to make writing more communicative, supportive and engaging in secondary schools in Pakistan.

Keywords: Task-Based Writing Activities (TBWAs), Writing anxiety, Student Engagement, Task-Based Language Teaching (TBLT), ESL Setting.

https://doi.org/10.5281/zenodo.23293271