NAVIGATING WRITING FLUENCY THROUGH GUIDED WRITING TASKS.

Abstract

The present study investigates the effectiveness of guided writing tasks in enhancing writing fluency among EFL second-year university learners. With this aim, the study seeks to examine how the integration of guided writing tasks influences learners' writing performance and contributes to achieving fluency in writing skill. Accordingly, within the context of this study, data were collected from a sample of seventy (70) second-year students randomly selected from the Department of English at the University of Mila, along with questionnaires from six (6) teachers of the written expression module at the same department. The study identified a significant improvement in writing fluency among EFL second-year university learners through the implementation of guided writing tasks. The integration of guided writing tasks appears to positively affect writing performance and contribute to enhance fluency among learners, as evidenced by the results. These findings underscore the importance of incorporating guided writing tasks into the EFL curriculum to enhance writing fluency and overall writing level among learners, highlighting potential avenues for future research and pedagogical practices