Purpose: This study aims to evaluate the effectiveness of combining Collaborative Learning (CL) and Task-Based Learning Teaching (TBLT) in enhancing vocational students' analytical reading ability and writing skills. Method: Conducted at a vocational college in southern China, the study involved 192 students divided into an experiment group (n=25) receiving the blended approach and a control group (n=27) following traditional methods. The intervention lasted four weeks, with pre-tests and post-tests administered using the Analytical Reading Ability Test (ARAT) and Writing Skill Assessment Scale (WSAS). Data were analyzed using ANOVA and t-tests. Results: The findings indicated that the blended approach significantly improved the students' skills. The experiment group showed substantial improvements, with post-test scores in analytical reading ability (35.28±1.54) and writing skills (25.20±1.56) significantly higher than pre-test scores (29.48±2.37; 20.24±2.13). Moreover, the experiment group outperformed the control group at the 0.05 significance level in both areas. Conclusions: Integrating Collaborative Learning with Task-Based Learning Teaching significantly enhances vocational students' analytical reading and writing skills. This approach offers a valuable instructional strategy for vocational education, preparing students for the demands of a globalized job market.