<![CDATA[This case study looked at the effect of task-based instruction on students' higher-order thinking skills (HOTS) in an assignment on learning design's course. Students completed the task in Indonesia after studying the module either in English or the translation in Indonesian. Forty-seven students engaged in the completion of the task. Students provided reflections following their assessments to evaluate HOTS. This research demonstrated that task-based learning has a beneficial impact on HOTS. Engaging in extensive reading, with or without the assistance of translation tools, enhances understanding. Objective examinations that are well-designed provide an effective evaluation of the grasp of concepts. Reflections showed the challenges students encountered in their learning, emphasizing the significance of comprehensive reading and repeated reading to complete the task sucessfully. This study validates the capacity of task-based learning to improve HOTS, demonstrating the overall advantages of comprehensive reading and the need for well-designed evaluations and self-analysis.]]>
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