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Abstract
Language assessment bears profound influence on language learning, especially in foreign language teaching and learning environments. Formative assessment using feedback and correctional strategies facilitates learning very effectively. Task-based language assessment (henceforth TBLA) employed as a formative assessment technique is a comparatively new assessment model. The present paper discusses the results obtained from a qualitative study conducted with undergraduate students at a Saudi university investigating the effectiveness of TBLA as an assessment technique as well as a learning aid helping learners improve their writing skills. Observation, semi-structured interview, and document analysis were used as data collection instruments in the study. The findings show that TBLA aligns very strongly with the given syllabus objectives and enhances learners’ language use and higher order thinking skills. The findings of the present study have serious pedagogical implications in Saudi Arabian EFL contexts as the technique is found to be effective in improving learners’ English writing skills.
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