Throughout the years, traditional teaching methods have been dominant in typical English classrooms in Thailand. Students were not engaged in English language learning process due to the absence of meaningful tasks. Therefore, Task-Based Instruction (TBI) was proposed because it provided students with opportunities to use language in natural settings as real situations were created during practice. In addition, technology was integrated due to its primary advantage to increase their motivation and attitudes towards English language learning, resulting in language development. The purposes of the study were to examine students’ English writing skill development, abilities to use technology, and satisfaction towards TBI. The instruction was designed based upon Graves’ framework of course development processes including articulating belief, defining the context, assessing needs, formulating goals and objectives, conceptualizing content, developing materials, organizing the course, and designing an assessment plan. A quasi-experimental interrupted time series design was employed with a sample of thirty-three undergraduate students studying in English teaching program in Thailand. Data were collected at multiple points in time before, during and after the study to assess students’ writing skill development and abilities to use technology. In addition, a five-point Likert scale questionnaire was administered to measure students’ satisfaction towards TBI. The data were analyzed through the use of one-way repeated measures ANOVA, and basic statistical methods including mean scores and standard deviations. The finding revealed that after receiving TBI, students’ writing skills and abilities to use technology were significantly improved, and students had a high level of satisfaction towards TBI with integration of technology.

Keywords: English language teaching, Task-Based Instruction, technology, writing skills.