Tabriz University, Iran
This study investigated the effect of post- task activity on EFL learners’ writing fluency, complexity and grammatical accuracy among Iranian intermediate EFL learners. To fulfill this purpose, 60 female EFL students between 18 to 25 years old at Iran Language Institute in Tehran, Iran were randomly assigned into two classes: one experimental group and one control group, 30 people each. Before instruction, the experimental and control group were pre-tested in the classroom. Then, experimental group received task-based instruction, but the treatment period following a task-based approach in which special attention was paid to post-task phase in experimental group. They were written some assigned topics during instruction. In order to find out the difference between the mean scores as far as accuracy, complexity and fluency of the two groups were concerned, Multivariate Analysis of Covariance (MANCOVA) was run. The findings of the study indicated that there was a significant effect of post- task activity on EFL writing performance. The experimental group achieved a higher degree of writing performance in terms of accuracy, complexity and fluency compared to the control group (p<.05).
Post- Task activity; T-unit; Writing complexity; Writing fluency; grammatical accuracy