This study explores the effectiveness of Task-Based Language Teaching (TBLT) in improving narrative text writing skills among university students. Using a qualitative approach, the research employs a literature review methodology to examine existing studies on TBLT and its impact on narrative writing in higher education. The analysis of various academic sources highlights the key advantages of TBLT, particularly its ability to engage students in real-world tasks that promote linguistic proficiency and enhance writing abilities. Findings suggest that TBLT encourages active student participation, provides opportunities for meaningful feedback, and fosters collaborative learning, all of which contribute significantly to the improvement of narrative writing skills. Furthermore, the method's focus on task completion within authentic contexts helps students refine their writing processes, improving both fluency and creativity in narrative text production. The review identifies several challenges, including the time required for task design and classroom management, yet emphasizes that the benefits of TBLT outweigh these obstacles. This study offers a valuable contribution to the growing body of literature on task-based language teaching and provides practical insights for educators aiming to improve narrative writing instruction at the university level. Future research is needed to explore the long-term effects of TBLT and its adaptation to diverse learning environments, such as online and hybrid classrooms.
Ventje Jany Kalukar (Tue,) studied this question.