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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Georgia', serif; color: black;">The current study examined the impact of task-based instruction (TBI) on the understanding of collocations and writing skills of 44 undergraduate English as a Second Language (ESL) college students in a Pakistani public university. Applying communicative and awareness-generating tasks, the study assessed how TBI impacted students' comprehension of collocations and overall fluency of narrative writing skill. Using a mixed-methods design, pre- and post-intervention writing samples, collocation analyses, and students' perception surveys were analysed during a four-week TBI intervention. Paired t-tests revealed significant increases in writing scores and collocational accuracy, and writing ability had a high correlation with the use of collocations. Survey data indicated high student engagement and confidence. These findings underscore TBI&rsquo;s efficacy in enhancing ESL writing pedagogy, particularly in resource-constrained contexts, with implications for curriculum design and teacher training.</span></p>

frsl.2025.03.01.pdf

Original Research 

frsl.2025.03.01.xml

From tasks to texts: Collocational gains in ESL students' writing skills through task-based instruction