Language Instruction, especially teaching and learning English for specific purposes (ESP) with Computer-Assisted Language Learning (CALL) has grown in popularity for over a decade. Task-based Language Teaching (TBLT) is one of the appropriate teaching approaches used to make CALL more effective. This study attempts to develop, implement, and compare Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching used for enhancing learners' receptive and productive vocabulary knowledge of English for Logistics in an experimental group, and a control group. A randomized pretest and posttest design was used. The participants included 48 Thai EFL college learners, and they were placed randomly into the control group (N = 24) and the experimental group (N = 24). Then, both groups took a pretest, the experimental group received the treatment through CALL-based instruction with TBLT while the control group was taught based on traditional approaches. Data were collected via posttest and pretest scores. The finding of one-way MANOVA indicated that the experimental group significantly outperformed the control group on both receptive and productive vocabulary posttest. This study implied that EFL Thai learners could improve their receptive and productive vocabulary knowledge through an ESP course designed for the integration between CALL and TBLT. This gave EFL practitioners a guideline for ESP course design, and it would also demonstrate the benefit of CALL implementation with TBLT in real-world teaching in the Thai EFL context.