Task-Based Learning in Academic Writing for EFL Students at Sabratah University
Abstract
This qualitative study explores the use of Task-Based Learning (TBL) in teaching academic writing to EFL students at
Sabratah University. Based on classroom observations, student feedback, and literature review, the research found that
authentic, communicative writing tasks increased learner autonomy, engagement, and confidence. Collaborative projects,
such as research proposals and reports, improved fluency, organization, and vocabulary through peer feedback. Students
viewed TBL positively, citing deeper understanding of writing processes and less fear of errors. Despite challenges like
preparation time and initial resistance to group work, TBL effectively promoted independent learning and practical
language use in Libyan EFL classrooms.
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