<![CDATA[This study examines the effectiveness of task-based language instruction (TBLT) in improving the writing skills of 7th-grade English as a Foreign Language students. Using a one-sample t-test, researchers analyzed the students' writing performance. Students' writing performance was analyzed before and after the implementation of TBLT, ensuring that the data met the assumptions of normality and homogeneity. A pre-test assessed students' ability to write a "school holiday" recitation text in 30 minutes. After learning the TBLT, a post-test under identical conditions allowed for a direct comparison. The results showed significant improvement, with mean scores increasing by 44.25 (pre-test) to 74.75 (post-test), demonstrating the effectiveness of TBLT. The approach provides an authentic learning context, encouraging meaningful language use. However, successful implementation requires enhanced pedagogical skills, particularly in pedagogical and technological knowledge (TPACK). Despite its contributions, this study acknowledges limitations such as non-representative samples and lack of longitudinal analysis, which affects generalizability. However, it reinforces the role of TBLT in teaching English as a foreign language and highlights the need for more innovative contextual teaching strategies.]]>
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