• Alireza Afshar Mameghani

  Author

• Seyed Foad Ebrahimi

  Author

This experimental study evaluated the possible effects of task-based enhancement on the
acquisition of writing accuracy on Iranian elementary EFL learners. How to write accurately
besides how to control the needed and information within the required grammatical structures
have been a real difficulty and problem for language learners. Thirty Iranian EFL learners at
the elementary level of proficiency were randomly assigned into two groups: experimental group
and control group. In the study, initial homogeneity of the groups was verified using a general
proficiency test (KET, with some information-gap tasks). The results from Descriptive Statistics,
One-Sample K-S T-Test, ANCOVA analysis of the written data revealed significant effects in
performing task types. The findings have important pedagogical implication for EFL learners to
understand the relationship between grammar task and L2 written skill.

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