improving efl learners’ referential and expressive writing through task-based instruction in academic context

L2/fl writing ability, which per se includes many different types, is considered a major skill in academic settings. however, little research has been done in this area and even less has focused on the effectiveness of taskbased writing instruction on the two specific kinds; namely, referential writing and expressive writing. to this end, 60 english translation sophomores of both genders were selected and divided into two classes after ensuring their homogeneity through the quick placement test (oqpt). for the pre and posttests, the participants were required to take ielts writing tests requiring referential and expressive types of writing. as for the treatment of the study, all participants were instructed based on the same content materials of advanced writing and a task-based framework. the results of the statistical analysis indicated significant improvements in the participants’ writing abilities in referential and expressive written tasks. besides, the effectiveness of task-based writing techniques was approved in terms of referential and expressive types of language functions in the academic writing of iranian efl learners.