Discussion of the Results
Comparing the pre-test and post-test mean scores of the control group and the
experimental group through two-way ANOVA, it was observed that there was a statistically
significant difference. That is, the treatment (the application of task-based writing activities)
affected the dependent variable (reading comprehension in English as a foreign language).
Thus, the hypothesis of the study was verified, which means that task-based writing activities
have a positive effect upon reading comprehension.
Actually, a significant increase in the post-test mean grade of the control group was
also expected, since during the same period of instruction the control group has been taught
English through traditional methods. Of course, such an increase would not mean that the
main hypothesis of the study was negated. If there were a significant difference on behalf of
the control group, then again, the post-test mean scores of both groups could be compared and
a reliable conclusion could be drawn.
Overall statistical analysis of results showed that there was no statistically significant
improvement on behalf of the control group. A closer and more detailed analysis revealed that
there has been some change, though. There has been a significant improvement in the scores
obtained at sections related to reading. It is obvious that traditional instruction of grammar of
the target language has brought about an improvement in the sections related to reading
comprehensOverall statistical analysis of results showed that there was no statistically significant
improvement on behalf of the control group. A closer and more detailed analysis revealed that
there has been some change, though. There has been a significant improvement in the scores
obtained at sections related to reading. It is obvious that traditional instruction of grammar of
the target language has brought about an improvement in the sections related to reading
comprehension.
The findings and analyses above demonstrate that task-based learning is quite
applicable and fruitful with even beginners. The question “While it is easy to conduct TBL in
secondary school because secondary school students are quite proficient in English, is TBL
also suitable for beginners?”, which is raised at the end of the C.H.E.S. report (2003), is thus
answered positively in some way. Obviously, none of the sub-skills of language learning is
favored over others in C.H.E.S. report and task-based activities covered necessitate use of all
four major language skills; that is listening, speaking, reading and writing, whereas the
present study focuses on task-based writing activities and searches for the effects of taskbased
writing upon reading comprehension. It can well be argued that age factor must be
taken into account in task-based writing applications since although the research samples of
this study were beginners; they were 19/22-year-old first-year university students.
Nevertheless, findings of the present study are parallel to those put forward in C.H.E.S. report
in that in the application of TBL students like the English lessons better and that their
involvement in class activities increases because they love the topics and the pre-defined
writing tasks.
The research findings may also lead to the idea that TBL may easily prevail in
countries like Turkey and China, where the evaluation system is quite traditional and the
exams are knowledge-oriented and thus be accepted as a partial answer to another question
concerning the applicability of TBL in a knowledge-oriented evaluation system, which also
takes place in C.H.E.S. report. Actually, the research samples had no prospect of taking a
task-based exam or even any type of exams before the post-test, since they were freshmen and
certainly were not told about the ultimate aim of the task-based course syllabus.
Contrary to Carless’s assertion (2003: 485-500) that the `weak' approach to task-based
learning is more feasible, than a strong approach, TBL applications of the preion.