This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.

This study investigates the effects of four-square writing on students’ writing performance. Quantitative research with a quasi-experimental design was employed. The participants were the eleventh-grade students of uppersecondary vocational education. A written test was used to measure students’ performance. The results revealed that the mean scores of students who learned writing using four-square writing were significantly higher than those who did not. It also shows the writing performance of the experimental group in each aspect of writing, namely content, organisation, language use, and mechanics improved. It indicated that the four-square writing technique effectively increased EFL students’ writing performance.