This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.
EFL learner competencies, oral communication, reading comprehension, task-based language teaching (TBLT), writing.