Lemu, Geremew (Phd)Gemechu, Abebe2020-10-142023-11-082020-10-142023-11-082006-06http://etd.aau.edu.et/handle/123456789/22699The purpose of the study was to compare topic-based approach with task-based approach and determine the more effective one to teach writing skills to first year preparatory students. Based on the purpose of the study, the following Null (Ho) hypothesis and Alternative (HI) hypothesis were made. The null hypothesis states that there is no statistically significant difference between topic-based and task-based approaches to teaching writing skills. On the other hand, the alternative hypothesis states that there is statistically significant difference between them. In order to see the difference between the two approaches and determine the more effective one in teaching writing skills to Ethiopian students, the following steps were undertaken. Firstly, 74 students were randomly selected as the subjects of the study. Secondly, the subjects were grouped into control and experimental. Finally, they were taught for three months through the two approaches. After the researcher taught the two groups, a post-writing test was prepared and administered to them. Then in order to test the hypotheses, the mean writing scores of the two groups were compared. The result of the finding showed that the mean writing score of the experimenta l group students was higher than that of the control group. The result was also statistically a nalysed. Depending upon the finding, it was concluded that task-based language teaching approach is more effective than topic-based approach in teaching writing skills to Ethiopian students. Based on the finding, valid recommendations were forwarded.en-USdetermine the more effective one to teach writing skills to first year preparatory students.Thesis