efl writing skill instruction in the light of tblt-synthesized collaborative dialogue: spotting learners’ achievements and teachers’ perceptions

The present study aimed at investigating the effects of tblt-synthesized collaborative dialogue in teaching writing skill to the iranian efl learners and exploring their teachers’ attitudes towards such an approach. regarding the essence of the questions of the study, an explanatory sequential mixed-methods research design was employed. to this end, 100 conveniently sampled iranian b.a. tefl and translation studies students, identified relatively homogeneous in terms of their language proficiency through administering oxford placement test (opt), and ten iranian efl teachers attended as the participants. the experimental group students were exposed to the synthetic approach of teaching writing, while the control group experienced conventional mainstream in the the quantitative phase of the study lasting for 16-session treatments. as to the qualitative phase, a semi-structured individual interviews was conducted with the participant teachers. the quantitative phase revealed that the synthetic initiative had comparatively significant effects on the efl learners’ writing performance, and the qualitative phase showed that the teachers adopted some positive views towards the implementation of the applied synthetic approach to tblt and cd in writing instruction. the findings offer some pedagogical implications for the stakeholders, including syllabus designers, efl learners, and teachers, to include task-based collaborative dialogues in efl instruction.