Task-supported Language Teaching in Blended Learning: A Quasi-experimental Study on Malaysian ESL Learners' Writing

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.

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