摘要：The importance of meaning-based teaching of the writing skill as an end in itself
has mostly overlooked due to the common traditional grammar-based approaches
used in writing instructions within the English as a foreign language (EFL) context.
Therefore, this study aimed to examine the effects of collaborative meaningfocused
and grammar-focused pre-writing task on complexity, accuracy, and
fluency in EFL learners’ written products. To this end, 113 Iranian EFL learners
were selected. The learners were randomly assigned to two different experimental
groups, namely grammar-focused group and meaning-focused group, and one
control group. After doing a writing task as the pretest, the participants in the two
experimental groups received task manipulations during a fifteen-minute prewriting
phase for seven sessions. Afterwards, all the participants attended a final
posttest of writing. The findings revealed significant effects of the meaningfocused
pre-writing tasks on the participants’ writing fluency, and the significant
effects of the grammar-focused pre-writing tasks on the participants’ writing
accuracy. The results also showed that the experimental groups outperformed the
control group in terms of complexity. However, there were no significant
differences between the two experimental groups. The implications of the findings
are also discussed.
