Task Design and Student Engagement in Virtual TBLT Writing: Insights From a Mixed-Methods Study

Abstract

Task-based language teaching (TBLT) is widely acknowledged as effective; however, the role of different task sources and types in technology-mediated writing courses remains poorly understood. This mixed-methods study examines students’ perceptions of a task design model utilized in a Microsoft Teams–based writing course. Participants were 119 EFL undergraduates enrolled in Writing 4 classes at a Vietnamese university. Data were gathered via a questionnaire and interviews. Descriptive statistics and a paired-samples t-test were used to examine teachers’ ratings and students’ suggestions. Thematic analysis examined the qualitative interview data. The results indicated a preference for teacher-assigned tasks, which students linked to clearer guidance and alignment with assessment, whereas student-suggested tasks were viewed as less structured and riskier. Thematic analysis revealed that students appreciated online discussions and homework for fostering collaboration but found group presentations conducted through Microsoft Teams more stressful than in-person delivery. Interpreted through Self-Determination Theory, the findings underscore the necessity for task designs that integrate teacher-facilitated structure with scaffolded autonomy and support for online presentations.