The Impact of Authentic Writing Tasks on Efl Students’ Writing Performance

This study investigates the impact of authentic writing tasks on the writing performance of EFL students. Employing a quantitative, experimental design, it adopts a two-group pretest-posttest format, where the implementation of authentic writing tasks serves as the independent variable and students’ writing performance as the dependent variable. Sixty pre-intermediate learners at an English language center were randomly assigned to either a control or an experimental group. Writing performance was assessed through pretest and posttest writing tasks, evaluated using a standardized writing assessment scale. The findings revealed a statistically significant improvement in the experimental group’s writing performance compared to the control group, with content being the most notably enhanced aspect. These results suggest that incorporating authentic writing tasks can effectively enhance EFL learners’ writing skills in the local educational context. Article visualizations: