Abstract

The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners’ writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners’ attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners’ writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners’ attitude toward writing skill. The current study suggested that in order to develop the EFL learners’ writing skill, the EFL instructors can insert the process based approach in syllabus design. 

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