Impact of Activity Theory-Based Instruction on Business Writing Accuracy among Intermediate EFL Learners: A Quasi-Experimental Study

This study investigates the impact of Activity Theory-Based Instruction (ATBI) on improving the accuracy of business writing among intermediate English as a Foreign Language (EFL) learners. Writing accuracy, a critical aspect of professional communication, involves not only grammatical precision but also the appropriate use of vocabulary and syntactical structures. Traditional grammar-focused instruction often falls short in preparing learners to apply grammatical knowledge in real-world contexts. ATBI, grounded in socio-cultural theory, offers a promising alternative by emphasizing contextualized, goal-oriented tasks that mimic real-life writing scenar-ios. Using a quasi-experimental design, this study involved 50 Iranian intermediate EFL learners. The participants were divided into two groups: the experimental group, which received 12 weeks of ATBI-focused instruction, and the control group, which followed traditional grammar-based teaching. Data were collected through pre- and post-writing assessments, surveys, and semi-structured interviews. Quantitative data were analyzed using paired t-tests to measure improve-ments in writing accuracy, while qualitative data from interviews were subjected to thematic analysis. The results showed significant improvements in the grammatical accuracy, vocabulary usage, and syntactical structure of learners exposed to ATBI, particularly in tasks requiring infer-ential and referential comprehension. Learners in the experimental group outperformed the con-trol group, demonstrating a higher degree of error-free written communication. Additionally, the findings revealed that ATBI fostered metacognitive awareness and critical thinking among learn-ers, allowing them to internalize language rules and apply them effectively in professional writing contexts. The study highlights the potential of Activity Theory-Based Instruction in enhancing business writing accuracy by integrating context-driven, collaborative tasks into EFL curricula. For educators, the findings suggest that adopting ATBI can better prepare learners for the lin-guistic demands of the global workplace, where precise written communication is essential. Moreover, the study emphasizes the need for professional development programs to train teach-ers in the effective use of task-based learning approaches like ATBI. In addition, the challenges identified in implementing ATBI, such as varying learner readiness and limited time for instruc-tion, underline the importance of providing adequate resources and support for educators.