摘要：Recent research has shown the need for activities that provide an environment for students to focus their attention on both form and meaning. Dictogloss, introduced by Wajnryb in1990, can be considered as a way for integrating form and meaning in the learning context. This study investigated the effect of dictogloss on Iranian EFL learners’ general writing skill. The participants receiving a pre- test and post-test were divided into equal groups in the form of experimental and control group, but only the former received task-based instruction while the latter was exposed to the mainstream of controversial instruction. Going through rigorous and multiple statistical analyses such as data normality check, instrument validation and running mainly certain parametric statistics, the study revealed two distinctive manifestations: integrative and discrete. Integratively, the treatment affected positively the participants’ general writing ability, however, discretely the effects on the organization and mechanics were positive, while content, usage and vocabulary dimensions of their writing were not much affected.
