The Impact of An Already-Proposed Problem-Based Model of Writing on Iranian EFL Learners’ Writing Skill

Objective: The present study aimed at investigating an already-proposed problem-based model of writing on Iranian EFL learners’ writing skill. Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants’ writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used. Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners’ writing skill. Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners.