摘要：The purpose of this study was twofold. First, it aimed to determine whether the
application of backward design model has any significant effect on improving the
writing ability of Iranian intermediate EFL learners. Second, the study sought to
evaluate the superiority of backward design to conventional forward models in the
improvement of the writing ability of Iranian EFL learners. The study population
was 100 Iranian EFL learners chosen through the administered Quick Placement
Test (QPT) in Gooyesh Language Institute, Isfahan, Iran. Based on the results of
the test, they were randomly assigned to two samples (50 each); namely, the
control and experimental groups. During the treatment, the control group received
the writing instruction through a conventional method of forward design, while the
participants in the experimental group were taught by the backward design. Both
control and experimental samples were homogenized based on learners' responses
to one version of IELTS Writing Task 1 used as the pre-test. At the end of the
treatment the same task which was used as the pre-test task was also used as the
post-test task to measure the improvement of the writing ability of both groups.
The results of data analysis showed that backward design teaching approach failed
to be more effective than traditional instruction as far as L2 writing ability of
Iranian EFL learners was concerned. Furthermore, backward design teaching
approach was pedagogically and significantly superior to conventional forward
models in the improvement of Iranian EFL learners’ writing ability.
