Enhancing Writing Proficiency in ESL Tertiary Learners Through Task-Based Language Teaching Framework

Koppula Deepthi , Dr R Preethi

Language Proficiency, Task-Based Language Teaching, Academic Writing, ESL tertiary level learners, activity-based learning

Language proficiency is the cornerstone of academic writing, as it ensures the structuring of complex ideas with a clear, consistent flow, thereby providing clarity of thought. Expressing ideas clearly is an integral part of writing. ESL learners often struggle to organise their ideas coherently. When a text is said to be coherent, it is built on a sequence of thoughts, expressed in a language that follows the metrics and mechanics of good writing skills. At the tertiary level, learners are expected to have basic or average knowledge of writing skills, as they are likely to write large content of text at this stage of education. Boosting their competence in their use of language can help them excel in their writing as well as communication. To cultivate language proficiency among tertiary learners, this study designed an instructional Task-based Language Teaching framework that can be followed in the classrooms. This framework would benefit learners to a great extent as it encourages them to be active participants in an activity-based environment. TBLT encourages the practical use of language in real-life situations, it helps them boost their competence. A structured framework is designed based on the cyclical frameworks of Willis, Ellis, and Skehan. In this framework, each component of writing is paired with a functional task to promote effective language learning. Ultimately, this pedagogy shifts the focus toward learner autonomy. Integrating activity-based learning can systematically improve the writing proficiency of ESL tertiary learners, helping them to bridge the gap between fragmented ideas and level them to professional academic discourse.

Volume 14 Issue 2, February-2026

Pages : g788-g794