Exploring the Effects of Task Design and Corrective Feedback on ESL Writing Complexity and Accuracy

Abstract

Task-based language teaching (TBLT) has gained considerable importance in the field of language education in Pakistan. However, certain dimensions of TBLT, such as the interaction between task design features, written corrective feedback (WCF), and learners’ performance, have not been adequately explored in the local context. To address this gap, the present study investigates how task complexity, task conditions, and their interaction influence Pakistani ESL learners’ improvement through WCF. A total of 150 university students were purposively selected and assigned to three experimental groups and one control group. Participants in the experimental groups were given a pretest, followed by three treatment sessions where they completed simple or complex writing tasks either individually or collaboratively. They received written feedback on their performance and later completed two posttests. The control group, in contrast, received the pretest, posttest, and regular classroom instruction without WCF. Statistical analyses revealed that task implementation conditions had a more significant impact than task complexity on learners’ gains from WCF. However, the interaction between the two variables did not significantly affect students’ writing complexity and accuracy. These findings provide partial support for Skehan’s Tradeoff Hypothesis and Vygotsky’s sociocultural theory of language development. The study discusses implications for English language instructors and curriculum designers in Pakistani higher education institutions.