Task-Based Instruction Impact on Reading and Writing Outcomes of EFL Saudi University Students

Abstract

This study examines the impact of Task-Based Instruction (TBI) on the writing and reading proficiency of Saudi university students learning English as a Foreign Language (EFL). The research employed qualitative methods, utilizing feedback forms and face-to-face interviews to collect data. A sample of approximately 50 first-year EFL students, selected unintentionally, participated in the investigation. Findings revealed that TBI significantly enhances students’ writing and reading skills by fostering independent problem-solving abilities and boosting overall language competence. Moreover, the study highlights that incorporating TBI strategies into teaching not only sharpens linguistic abilities but also encourages students to engage with innovative and effective learning activities. These strategies promote mindfulness about meaningful techniques, thereby enriching the learning experience. This research underscores the importance of TBI as an educational tool for improving EFL outcomes and suggests its broader application in similar learning contexts to maximize student potential.