Effects of TBI on Students’ Essay Writing Performance and Engagement


  • Teklie Mitku Mengsha
  • Yinager Teklesilasie
  • Nururaziq Maru




This study attempted to investigate the effects of TBI on students’ essay writing performance and their writing engagement, and again to examine the mediating effects of writing engagement between the causal relationship of TBI and essay writing performance. The study was conducted on Grade-11 students of Ediget Feleg Secondary School in Gondar City, Ethiopia. The design employed in the study was quasi-experimental, taking randomly two intact groups as control and experimental, with 56 and 58 students in each, respectively. The experimental group students were taught using the TBI approach as intervention, whereas the control group students were taught, employing the conventional (PPP) approach. Writing test was used to collect the writing performance data, whereas questionnaire was employed to collect data about students’ writing engagement. Independent samples t-test, Chi square, and Structural Equation Model were used to analyze the data. And it was found that direct significant difference came true between the control and experimental group students’ essay writing performance posttest scores, favoring experimental group participants, i.e., (B = 1.581  CR = 5.190 (>±1.96), p < .05). And, it happened that there was significant effect of TBI on engagement, favoring experimental group participants, showing results (β = .543, CR = 4.757 (>±1.96), p < .05). Still, results (β = .345, CR = 2.103(>±1.96), p < .05) reveal that TBI had positive effect on experimental group participants’ writing performance posttest score through writing engagement. The TBI, therefore, has a positive effect, directly and indirectly /through writing engagement, on students’ writing performance. The implication is that writing engagement plays a partial mediation role in the causal relationship between TBI and Essay writing performance.



Download data is not yet available.


Metrics Loading ...

Author Biographies

Teklie Mitku Mengsha

PhD Candidate

University of Gondar


Yinager Teklesilasie

Ph.D., Associate Professor

 Bahir Dar University,


Nururaziq Maru

PhD, Assistant Professor

University of Gondar,



Ahmed, R. Z., &Bidin, S. J. B. (2016). The Effect of Task Based Language Teaching on Writing Skills of EFL Learners in Malaysia.

Aquilino Sanchez (2004). The Task-based Approach in Language Teaching. IJES, vol. 4 (l), pp. 39-71

BerhanuGebreMicheal (2000). The Study of the Practice of Cooperative Learning in Grade 11:Group work in Focus. Unpublished M.A. Thesis, Addis Ababa University.

Bowden, J., et al(2019). The four pillars of tertiary student engagement and success: a holistic measurement approach

Byrnes, H., &Manchón, R. M. (2014). Task, task performance, and writing development. Task- based language learning–Insights from and for L2 writing, 267-299.

Carless, D., 2002. Implementing task-based learning with young learners. English Language Teaching Journal 56 (4), 389–396.

Chaudron(1985).C. (1985).The role of simplified input in classroom language. In G. Kasper (Ed.),Learning, teaching and communication in the foreign language classroom (pp. 99-110). Arhus: Arhus University Press

Chen, A. H. (2022). The Effects of Writing Strategy Instruction on EFL Learners' Writing Development. English Language Teaching, 15(3), 29-37.

ChenLi(2008). NewTeachingModeof CollegeEnglish—Task-based Teaching

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA:Pearson Education, Inc.

Ellis, R. (1991). Grammar teaching– practice or consciousness-raising.In R.Ellis (ed.), Second language acquisition and second language pedagogy. Clevedon: Multilingual Matters, 232–241.

Ellis, R. (2011). Macro-and micro-evaluations of task-based teaching (pp. 212- 235). na

Ellis, R. (2017). Task-based language teaching. In The Routledge handbook of instructed second language acquisition (pp. 108-125). Routledge.

Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26, 1-15.

Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.

Heaton, J.B. (1990). Writing English Language Tests. London: Longman Group Limited

Herder S., & King, R. (2012). Extensive Writing: Another fluency approach for EFL learners . Extensive Reading World Congress Proceedings, 1, 128-130.

Jago, F. W. (2014). The Ancient Language, and the Dialect of Cornwall, with an Enlarged Glossary of Cornish Provincial Words.Cambridge University Press.

JinnyJohn &R.G. Kothari(2019).Research Trendsin English WritingSkills: Analysis, Insights and Reflections. Educational Quest:AnInt.J. of Education and Applied Social Science: Vol. 10, No. 1, pp. 05-16

Liu, Y., &Xiong, T. (2016). Situated Task-Based Language Teaching in Chinese Colleges: Teacher Education. English Language Teaching, 9(5), 22-32.

Man Min (2014).The Effects of Task-Based Teaching Approach on College Writing Classes Studies in Literature and Language .Vol. 9, No. 3, pp. 182-186

Manzoor, H., Azhar, S., & Malik, F. (2020). Observing the effectiveness of task-based approach in teaching narrative essay at a private university. International Journal of English Linguistics, 10(2), 128.

Marashi, H., &Dadari, L. (2012). The impact of using task-based writing on EFL learners’ writing performance and creativity. Theory & Practice in Language Studies, 2(12), 2500-2507

Oxford, R. L. (1997).Cooperative learning, collaborative learning, and interaction




How to Cite

Mengsha , T. M., Teklesilasie , Y., & Maru , N. (2024). Effects of TBI on Students’ Essay Writing Performance and Engagement. International Journal Online of Humanities, 10(3). https://doi.org/10.24113/ijohmn.v10i3.283