The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school Thai Nguyen province. participants consist 92 grade 10 students from Bing Yen school, Dinh Hoa district. employs mix method research design (MMR) as plan for research. results reveals that performance were reported low level (M=3.72). also confirmed intervention worked well experimental group. mean score pre-test (the baseline both groups) was M=3.72. focused on TBLT instructions. After first five weeks, means post-test1 M=4.96 and M=3.83 group control respectively. There significant difference between (M=3.72 compared to M=4.96), while showed little improvement M=3.83) not significant. another scores far more than group, M=5.56 M=4.45 By end fifteenth week intervention, post-test 3 reached M=6.41, M=5.54. revealed groups. However, greater improvement, M=6.41 M=5.54 It can infer uses instruction improved achievement greatly.