Task-based learning emerged as a strong version of a more communicative approach which shed the light of bridging the gap between language and real-life communication. One paramount feature from TBL has to do with the exposure to input and interaction opportunities for learners in the EFL classroom which in turn leads to collaborative output. Taking this theoretical basis into account, the objective of this study attempts to find out the effects of implementing Task-based learning method on students’ writing production of informal emails and text messages in terms of writing components: content, organization, mechanics and accuracy. To accommodate the research purposes, an experimental mixed-research design will be used to gather qualitative and quantitative data through a pre-test, post-test and open-ended questionnaire as instruments. The participants will be a group of B1 students from a public University who will be divided into a control and experimental group. In this quasi-experimental research, participants from experimental group will be exposed to task-based writing activities whereas the control group will be taught by writing activities from conventional teaching methods. By implementing Task-based learning method, it will be possible to determine whether students’ writing production of contemporary informal texts can become more appealing to learners by providing them with an authentic audience and meaningful purpose to write along with the use of technological devices.