Teaching English as a Foreign Language

The present study was intended to compare the effect of using dictogloss and processing instruction on EFL learners¿ writing accuracy. To achieve the goal of this study, 56 Iranian teenage participants in elementary level were homogenized and selected out of 90 learners at Parsayan language school, Tehran, based on the result of piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each: dictogloss and processing instruction groups. In one group dictogloss tasks and in the other processing instruction tasks were practiced through 8 sessions. A picture sequence writing was administered as a posttest at the end of the treatments to both groups. The mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that the participants in dictogloss group significantly outperformed the processing instruction group regarding their writing accuracy.