development of efl learners’ referential and expressive writing performance: task-based instruction vs. project-based instruction

The purpose of this study is to investigate the effects of task-based instruction (tbi) and projectbased instruction (pbi) on the improvement of efl learners’ referential and expressive writing performance. to accomplish this objective, 60 students majoring in english translation participated in oxford quick placement test (oqpt), but out of them 50 students were selected as the members of a homogeneous sample. then, they were assigned into two experimental groups. they were exposed to ielts module task-based writing pretest, treatment, and posttest, to assess the participants’ writing performance. the participants in first experimental group received tbi to practice the referential and expressive types of writing, while those in the second group received pbi. the results showed that tbi and pbi affected the development of both referential and expressive writing among efl learners. in addition, the results revealed that there was not any statistically significant difference between the effect of pbi and tbi on developing expressive and referential writings among efl learners. the pedagogical implications of the study are discussed at the end of the paper.