On the effect of task based collaboration on Iranian EFL learners writing ability

This study investigated the impact of task-based writing on EFL learners’ writing performance and creativity. For this purpose, 40 female intermediate Iranian EFL learners were chosen from a total number of 200 through their performance on a sample piloted PET. Based on the result, the students were randomly assigned to one control and one experimental group with 20 participants in each. Prior to the treatment, students took part in a writing test (part of PET) as pretests. Both groups underwent the same amount of teaching and the same writing topics during 10 sessions of treatment. The only difference was that the experimental group was engaged in doing collaborative task-based writing activities while the control group was not asked to do any kind of tasks. At the end of the treatment, a writing test (another PET) and the ACT were administered to both groups. The results of the statistical analysis demonstrated that learners benefited significantly from collaborative task-based writing in terms of both their writing and creativity.

Keywords:

Task-based , Writing , Treatment , PET , EFL Learners