The Impact of Using Task-based Writing on EFL Learners’ Writing Performance and Creativity

This study investigated the impact of task-based writing on EFL learners' writing performance and creativity. For this purpose, 56 female intermediate Iranian EFL learners were chosen from a total number of 89 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 28 participants in each. Prior to the treatment, students took part in a writing test (part of PET) and the Abedi-Schumacher Creativity Test (ACT) as pretests. Both groups underwent the same amount of teaching and the same writing topics during 18 sessions of treatment. The only difference was that the experimental group was engaged in doing 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 task-based writing in terms of both their writing and creativity.