This study investigated the impact of the wiki-enhanced task-based language teaching (TBLT) approach on students’ writing skill in the context of English as a foreign language (EFL) in the United Arab Emirates (UAE). In addition, it explored the students’ and teacher’s views and perceptions toward the implementation of the wiki-enhanced TBLT approach. The study data were collected quantitatively and qualitatively from two classrooms in a public high school in the UAE, which consisted of 30 students. The quantitative data were collected via a pretest–posttest design from the two assigned groups of students: the control and experimental groups. The qualitative data were collected via a survey of the students and a semi-structured interview with the teacher. The study was conducted during a whole academic semester. The findings of the study show that implementing the wiki-enhanced TBLT technique considerably improves EFL learners’ writing skills in relation to the four language components examined in this study: syntactic complexity, grammatical accuracy, fluency, and lexical complexity. In addition, the students enjoyed working together on writing tasks using the wiki-enhanced TBLT approach. Their responses showed that the TBLT approach encourages better performance in collaborative writing tasks and classroom engagement. Moreover, the classroom teachers indicated that the implementation of this approach played a significant role in promoting students’ performance, communication, collaboration, and engagement in the target language (English) in the experimental group. Furthermore, the findings showed that students can construct new knowledge with the aid of their peers, thereby improving their capacity to devise and discuss original ideas. As students can practice collaborative writing while at home, the wiki-enhanced TBLT approach is beneficial for online learning. Adopting this approach increased students’ participation in class because they were more comfortable working together while using technology, improving the quality of their writing and assignments. Several theoretical and pedagogical implications regarding the implementation of this approach have been drawn. The first theoretical implication of this study is that the wiki approach supports previous efforts to move the socio constructivist perspective of learning from the spoken discourse to the written discourse. The second theoretical implication is that it provides support to Chapelle\u27s framework (2003) where learning should be focused on tasks that require the use of the target language. Learning should take place in meaningful and real-life contexts, and instruction should be tailored to the individual needs of the learner. The third theoretical implication is that his study is the first to be conducted in the Gulf region, especially in the UAE. Regarding the pedagogical implications of the TBLT approach, the first pedagogical implication is that teachers need to consider the wiki-enhanced TBLT approach a standard and favored classroom strategy. The second pedagogical implication is that the wiki approach can be used by teachers as a teaching strategy to promote students’ participation and engagement and create a friendly social environment in the L2 classroom. The third pedagogical implication is that technology has proved to be integral in the classroom in teaching and learning the target language. The fourth pedagogical implication is for course designers who need to consider the wiki-enhanced TBLT approach as part of the curriculum. Based on these findings, future research can consider examining the effect of the wiki-enhanced TBLT approach on EFL learners’ writing skill at different levels, such as primary, college, or university students. Future research might also investigate the effect of Google Docs–based TBLT approach on developing students’ writing skill and explore students’ perceptions toward using this approach
