The influence of task-based language teaching on writing and reading performance of EFL Sudanese university students in Sudan

This paper aims to evaluate the impact of TBLT on EFL Sudanese university students writing and reading performance by suggesting various frameworks at the First Year, College of Languages, Sudan University for Science and Technology. The study explores the influence of TBLT on Sudanese EFL university students reading and writing performance, Willis' TBL pattern is propositioned for the basement of the relationship through task-based techniques and reading, Rooney's (1998) style is employed. The researcher employed two tools to collect data, feedback forms, and face-to-face interviews. In the feedback method, the participants inquired to point out each of the tasks utilized. In face to face interviews, participants enquired about their opinions on the tasks, and the glitches they came across. Appropriately, (50) EFL Sudanese university students who are studying English at the First Year, College of Languages, Sudan University for Science and Technology, are selected randomly to present this investigation. The blends of qualitative and quantitative approaches were used for collection and analysis of data. The findings of this study revealed that employing TBLT has an explicit impact on EFL Sudanese university students writing and reading outcomes. Moreover, TBLT application helps EFL Sudanese university students to solve some related problems indecently during writing and reading tasks and improve their competence as well. Finally, the researcher recommends that EFL Sudanese university students should be taught by using TBLT strategies to help them be aware of entertaining and valuable techniques and activities.