IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) ON WRITING SKILLS IN RELATION TO DIVERGENT PRODUCTION ABILITY AND SELF-ESTEEM OF UNDERGRADUATE STUDENTS

Shivani Choudhary; Sarla Nirankari; Vikas Sharma

doi:10.29121/shodhkosh.v7.i10s.2026.8176

Authors

Shivani Choudhary Research Scholar, Sant Baba Bhag Singh University, Jalandhar, Punjab, India
Dr. Sarla Nirankari Professor, Sant Baba Bhag Singh University, Jalandhar, Punjab, India
Dr. Vikas Sharma Associate Professor, Sant Baba Bhag Singh University, Jalandhar, Punjab, India

DOI:

https://doi.org/10.29121/shodhkosh.v7.i10s.2026.8176

Keywords:

TBLT, Writing Skills, Divergent Production Ability, Self-Esteem, Undergraduate Students

Abstract [English]

The objective of this study was to examine the impact of task-based language teaching on writing skills in relation to divergent production ability and self-esteem of undergraduate students. Quasi experiment study was conducted using a sample of 90 undergraduate students from B.A. first year from Govt. degree college Jawali, District Kangra (Himachal Pradesh). Two standardized scales Divergent Production Ability scale (DPA) established by Dr. K. N. Sharma (2011), Self-Esteem scale (SES) established by Dr. Santosh Dhar and Dr. Upinder Dhar (2009) and self-developed Task-based language teaching approach (TBLT) based lesson plans, Traditional approach (Grammar translation method) based lesson plans and self-developed writing skills test were used by the investigator. Mean, S.D. t-test, ANOVA and ANCOVA were calculated for descriptive analysis The results revealed that Task Based Language Teaching (TBLT) exerts a significant positive influence on the writing skills of undergraduate students. A clear difference was observed between the experimental group taught through TBLT and the control group taught through traditional methods, establishing the superiority of the task-based approach in enhancing writing performance. This finding underscores the pedagogical value of TBLT as a learner-centred and activity-oriented strategy that fosters meaningful engagement with language. Writing skill scores were found to be independent of self-esteem and gender, suggesting that the benefits of TBLT are broadly applicable across diverse learner profiles. The treatment effect rather than personal attributes such as self-esteem or gender emerged as the decisive factor in improving writing outcomes. The interactional effects of self-esteem and divergent production ability, whether considered individually or jointly, did not significantly influence writing skill scores. This indicates that while creativity and psychological variables are important dimensions of learner development, their role in moderating the effectiveness of TBLT on writing skills is limited.

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