Effects of Task-Based Language Teaching on Creative Writing of EFL Elementary Students

Abstract

This study examines the effects of Task-Based Language Teaching (TBLT) on the creative writing skills and achievement test results of English as a Foreign Language (EFL) learners in Pakistan. The research explores the influence of three key variables: gender, location (urban vs. rural), and medium of instruction (Pashto vs. English) on students' language proficiency, specifically their creative writing abilities. A total of 600 elementary students from KPK (Peshawar), Pakistan, participated in the study, using a quantitative approach. Data were collected through surveys, achievement tests, and independent-samples t-tests. The findings show that gender did not significantly affect students' creative writing performance, as both male and female students demonstrated similar limitations. However, a slight difference in achievement test scores revealed that girls performed better, suggesting that gender may play a minor role in academic performance within formal educational contexts. The study found no significant impact of location on creative writing abilities, as both urban and rural students performed equally well. In contrast, students taught in English performed better in creative writing compared to those taught in Pashto, indicating that exposure to the English language positively affects creative writing skills. Although the effect of the medium of instruction was modest, it was significant, suggesting that English-medium education can enhance creative writing proficiency. The study concludes that TBLT can effectively improve learners' creative writing abilities and recommends incorporating TBLT at all educational stages. Additionally, it highlights the importance of professional development for teachers and suggests introducing collaborative learning methods to foster creativity and interaction in the classroom.