The axis of task research has shifted from task design to task planning, and rehearsal as a pre-task planning has been less touched upon throughout the history of the Second Language Acquisition (SLA); therefore, the current research was set around task rehearsal after Present-Practise-Product (PPP) model instruction in the task-supported language setting. This quasi-experimental study reported in this paper aims to explore EFL learners' task performance in a task-supported language teaching setting across the eight weeks by comparing their productive skills with that of their native counterparts. The study took place in the preparatory school at Kocaeli University. The in-class tasks were a rehearsal of the task assignments and their essentials. In the aim of attaining the goals of the study, EFL learners' linguistic outcomes of task performance were compared with native norms with the use of SPSS. The results of this study imply that task-supported language teaching is partially effective in increasing task performance.