Promoting EFL Learners’ Writing Skills through Assigned Tasks

Writing as a work of art and a form of connection has become the framework of our world’s communication, business, job-opportunities, and foreign language education. In their early struggles with major skills, English as a Foreign Language (EFL) students describe the process of writing as problematic and complicated. Yet, throughout time as their academic tasks become more demanding and enquiring and with the assistance of their teachers, these language learners can become writing connoisseurs. This paper tried to explore if these students can overcome the writing difficulties by engaging in assigned activities. The data were collected through a case study carried out with third Year LMD students using questionnaires administered to the learners, informal interviews, discussion classes and assessment of students’ feedback from the assignments. Findings demonstrate that the suggested techniques have helped the learners’ promote their writing aptitudes and nourish their motivation to write in the target language.