The Effect of Task-Based Approach on the Iranian Advanced EFL Learners’ Narrative vs. Expository Writing

Document Type : Research Paper


1 Islamic Azad University, Science and Research Branch

2 Allameh Tabataba’i University, Iran




This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the Iranian EFL learners. There were two control groups as well as two experimental ones in the current study. In the two control groups namely G1 and G2 narrative and expository writing were taught respectively using the traditional approach.
    Whereas, in the two experimental groups, namely G3 and G4 narrative and expository writing were taught respectively on the basis of task-based approach.
    After the treatment, a narrative writing post-test was given to the two narrative groups (G1 and G3) and an expository writing post-test was given to the two expository groups (G2 and G4). Data analysis showed that experimental groups outperformed control groups. So it was concluded that task-based approach was more effective in teaching narrative and expository writing compared to the traditional approach. It was also found that although there was a difference between the narrative and expository experimental groups (G3 and G4) in favor of the narrative group, this difference was not statistically significant.


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