Mobile-Assisted Task-Based Language Learning, Writing Competency, And Motivation

Adelina Kartika Dewi, Ni Made Ratminingsih, Made Hery Santosa


This quasi-experimental study aimed at investigating the effect of mobile-assisted task-based learning on students’ writing competency and students’ motivation in writing. Post-test only control group design was employed in this study. The experimental group was taught by mobile-assisted task-based learning while the control group was taught by non mobile-assisted task-based learning. A writing post-test and questionnaire were used to obtain the data and were analyzed using one-way ANOVA and MANOVA. The findings of the study revealed that (1) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing competency; (2) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing motivation; and (3) there was a simultaneous effect of Mobile-assisted Task-based Learning on the students’ writing competency and students’ motivation in writing. This study concluded that the use of mobile devices as a medium in the learning process is effective to enhance the students’ writing competency and increase students’ motivation in writing.


mobile-assisted learning; motivation in writing; task-based learning; writing competency

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