The learning of English as a foreign language is a fundamental axis in the Dominican Republic, since the use of this language allows obtaining more employment and academic opportunities. The increasing access to the labor market has promoted the inclusion of tools in the classrooms to achieve an excellent written production. Then, there is a need to know the perceptions of teachers about the effect of written production tasks on foreign language students, especially at the middle level. To this end, a semi-structured interview was applied to the language teachers of the technical-professional lyceums Ramón Agustín Corcino Acosta, and 30 junior high school students of that educational institution, located in Arroces, Bonao. The results highlight, from the perception of the students, the interactive role of the tasks in their learning and the possibilities offered to the different learning styles. From the perspective of the teachers, the written production tasks support the students' learning and allow the diversification of the pedagogical strategies they use with their students. The conclusions indicate that the use of written production is the process of teaching and learning the most important foreign language that must be taken into account, as well as the effects that the latter has on the student, their learning styles, the importance of the resource selected for use, its support for learning, the role of the teacher and its teaching approach.