TYPOLOGY OF ACTIVITIES TO DEVELOP WRITING SKILLS OF ESP STUDENTS THROUGH AUTHENTICITY IN TBLT

Abstract

Abstract: This article addresses the integration of Task-Based Language Teaching (TBLT) and authentic materials as a structural framework for developing the professional writing skills of English for Specific Purposes (ESP) students. Writing proficiency within specialized university curricula remains a critical determinant of career success, yet traditional, form-focused models often fail to capture the pragmatics of target professional environments. To bridge this gap, this paper establishes a systematic typology of writing tasks designed around authentic texts, digital environments, and professional situational interactions. Using a mixed-methods research design with a cohort of 68 undergraduate engineering and management students, the study evaluates the instructional efficacy of three primary activity categories: simulated procedural reporting, collaborative technical documentation, and professional communicative correspondence. The empirical data indicate a statistically significant enhancement in grammatical accuracy, structural coherence, and genre authenticity among the experimental group. The findings confirm that combining real-world contextual text inputs with structural task cycles actively scaffolds the lexical acquisition and pragmatic competence necessary for global professional settings.