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Top1. Introduction
The term “task-based instruction” refers to a method of teaching. Language education is designed with the learner in mind and is geared toward helping students discuss and resolve real-world problems. Students may acquire essential skills in a language instruction class that is task-based. They are skilled at asking inquiries, negotiating meaning, and engaging in social interaction. They understand how to examine and solve issues, as well as how different people think and act. Students must possess these skills to succeed in the real world. Additionally, task-based language learning equips students with the linguistic competencies necessary to complete these real-world activities. Students concentrate their efforts on communication and engagement, making proper use of the correct language at the appropriate moment.
Writing is as important as speaking and listening. Students need a good vocabulary, relevant terminology, logical frameworks, and context for their writing. While there are numerous methods to teach writing in EFL contexts, the conventional technique is still used (Pham & Bui, 2021). As a result, EFL students often struggle with writing. Many pupils struggle with writing; their work is littered with mistakes and disorganized. Writing is the most difficult part of second language learning for Richards and Renandya (2002). Content, structure, vocabulary, language use, pronunciation, and accuracy are all important writing components, according to Hamadouche (2010). These include expressing thoughts logically, choosing lexical sources, finding syntactic patterns, and spelling words correctly. Students should know who they are writing to and why. This requires students to learn how to communicate themselves via writing, which is challenging for students.
English is taught as a second language at all levels of schooling in Vietnam. Despite early exposure to English, children lack fluency and consistency. The language is alien to students, incredibly high schoolers. Only English is spoken in classes. That they use English less outside, of course, they may lack class time to learn English, resulting in a lack of motivation to practice. As a result, they can't communicate effectively in real life. They also cannot write in English, despite the significance of writing in everyday life. Because subjects, grammar, vocabulary, types, and styles must be covered, many students learning a foreign language, especially those in high school, have seen writing as the most challenging skill. According to Pham (2021), many high school students fail to study. For decades in Vietnam, the grammar-translation approach dominated language teaching and learning. Due to writing, it is often overlooked in the majority of English language teaching (ELT). The low levels of English language acquisition among high school students have piqued many academics' attention and prompted much research (Pham & Nguyen, 2020; Pham & Truong, 2021). Swan (2005) claims that group collaboration helps pupils feel more in control of their writing. Collaboration produces better work for students. Lauterbach (2010) argues that writing requires thinking, discipline, and attention. Students may interact to solve problems and discuss the language they are learning.
Various students at Dai An high school in Tra Vinh province have lately encountered numerous problems with their English education, particularly their writing abilities. The first reason is that a contemporary curriculum enables pupils to create essays, in contrast to conventional textbook writing tasks. Due to time limitations, many of them fail to finish their writing tasks. As a consequence, their writing skills fall short of the new curriculum's requirements. The second reason is that students are used to copying the modal text in the textbook rather than creating their writing output. As a result, their writing skill remains unchanged.
Consequently, many EFL instructors at Dai An high school in Tra Vinh province encounter various difficulties when it comes to successfully teaching writing, particularly in the EFL classroom. Nhan and Dien, two English teachers at Dai An high school, said that although they aided their pupils considerably in their writing courses, they seemed to replicate the model work they provided. As a consequence, students find it difficult to converse in English on a regular basis. As a consequence, instructors should approach English courses appropriately. In other words, instructors must use various writing techniques to help pupils grow as writers. Thus, this study aims to ascertain the effect of task-based instruction on students' fluency and accuracy in writing.