How Task-Based and Task-Supported Teaching Help Students Use Linking Words in Their Writing

What is it about?

When writing in a foreign language, it’s important to make ideas flow smoothly. Words and phrases like: however, therefore, and in addition (called connective markers) help link sentences together and make writing more logical and easy to understand. This study looked at two different teaching methods to see which one helps students learn these linking words better: 1) Task-Based Language Teaching (TBLT) – Students learned by working on real-life communication tasks, with limited direct grammar instruction. 2) Task-Supported Language Teaching (TSLT) – Students first received direct explanations about linking words and then practiced using them in tasks. Our study involved 82 Polish high school students learning English. They were divided into three groups: one used the TBLT approach, another used TSLT, and a third control group had regular lessons without special focus on linking words. Students wrote essays before and after the lessons, and their use of linking words was analyzed. Key Findings: 1) Both teaching methods helped students improve. 2) TBLT and TSLT were equally effective overall. However, in the long run, TBLT showed a slight advantage, suggesting that learning through tasks may help students retain language skills better over time. 3) Students who received no special instruction did not improve. This highlights the importance of focused teaching when learning key writing skills. Our study suggests that both teaching approaches are effective for improving students' ability to use linking words, giving teachers flexibility in how they design writing lessons.

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Photo by lilartsy on Unsplash

Photo by lilartsy on Unsplash

Why is it important?

Overall, our research fills a gap in language learning studies by focusing on how students acquire and use linking words in writing. 1) It provides practical advice for language teachers. Many teachers wonder whether they should focus on direct explanations or allow students to learn through tasks. This study shows that both methods work, meaning teachers can choose the approach that best fits their classroom. 2) It contributes to the debate on implicit vs. explicit teaching. While many studies have explored vocabulary and grammar instruction, this study focuses on writing skills, an area where research is still developing. 3) It helps students prepare for real-world writing. The study used for-and-against essays, a common format in school exams and real-life academic writing. This makes the findings especially relevant for teachers preparing students for standardized tests. 4) It supports task-based learning. Many modern language programs are shifting toward communicative, task-based approaches. This study provides further evidence that TBLT is effective, even for teaching formal writing skills.

Perspectives

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I hope this study encourages teachers to experiment with both task-supported and task-based learning, knowing that both can be effective. More than anything, I hope it sparks further research on how we can make foreign language writing instruction both engaging and effective.

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