Cazco Maldonado, Carlos DanielCalvopiña Otañez, Diana GabrielaCalvopiña Otañez, Ana Lucía2026-06-232026-06-232026-04-13Calvopiña Otañez, D. G., & Calvopiña Otañez, A. L. (2026). Application of task-based materials to improve writing skills of ninth grade students. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3791TESIS-MAESTRÍAThis research explored the effectiveness of task-based activities in improving the writing skills of A1-level English learners at a private high school in the Ecuadorian highlands. Grounded in the communicative approach and supported by prior studies, the study focused on designing meaningful writing tasks tailored to students’ linguistic and contextual needs. Through a mixed-methods design, data was collected before and after implementation using a pre- and post-test, and a teacher’s interview. The sample included 33 students and a teacher. The results revealed significant improvement in coherence, grammatical accuracy, and text organization among the majority of participants. Descriptive writing showed greater spatial awareness and emotional connection, personal letters reflected stronger audience awareness, and short stories demonstrated growth in narrative cohesion. The teacher’s perspective confirmed increased student motivation and engagement, attributing progress to the use of authentic, task-driven contexts. The study concludes that integrating task-based learning enhances written expression, fosters communicative intent, and strengthens learner autonomy, even within resource-limited settings. These findings support the broader applicability of task-based instruction across similar learning environments and proficiency levels.en-UShttp://purl.org/coar/access_right/c_abf2Task-Based Language Teachingwriting skillsA1 English learnersauthentic tasksThesis