MULTIMEDIA-ENHANCED TASK-BASED ENGLISH LANGUAGE TEACHING FOR DEVELOPING ACADEMIC WRITING AND PROFESSIONAL COMMUNICATION SKILLS AMONG ENGINEERING STUDENTS

Abstract

In engineering education, academic writing and professional communication skills are critical for academic
success and workplace readiness, yet many undergraduates struggle to apply English effectively in
discipline-specific contexts. This study investigates the impact of multimedia-enhanced Task-Based
English Language Teaching (TBLT) on the development of academic writing proficiency and professional
communication competence among engineering students. Employing a mixed-method quasi-experimental
design, the research involved an experimental group receiving multimedia-supported task-based
instruction and a control group taught through conventional ELT approaches over a twelve-week period.