enhancing elementary efl students’ writing skills through interactive technology and task-based learning: a study with ahaslides integration

This study investigates the effects of integrating ahaslides as an interactive tool with task-based learning (tbl) on the writing skills of fifth-grade students in a private elementary school in aceh besar, indonesia. using a quasi-experimental design, 42 students (n=42) were divided into an experimental class (n=21) and a control class (n=21). both groups completed pre- and post-tests assessing spelling, grammar, vocabulary, capitalization, and punctuation. the data were analyzed using descriptive and inferential statistics. the results showed that students taught with ahaslides and tbl achieved significantly higher post-test scores than those in the control group across all writing components. ancova confirmed that the experimental group outperformed the control group after controlling for pre-test differences. the intervention was particularly effective for lower-proficiency learners, helping reduce performance gaps. on the whole, the findings indicate that combining interactive technology with tbl can meaningfully enhance young efl learners’ basic writing proficiency.