Language Teaching Research Quarterly

The need to create more efficient approaches to teaching L2 writing has grown due to the increasing demands placed on English writing proficiency in a global setting. The present investigation aimed to explore the impacts of the ENGAGE Model and task-based language teaching (TBLT) method on Iranian EFL learners' overall L2 writing performance. According to their performance on the standard Oxford Quick Placement Test, 67 Iranian female EFL learners between 18 and 25 years old were chosen for this quasi-experimental study. The participants were divided into three groups at random: the ENGAGE group (N=22), the TBLT group (N=24), and the control group (N=21). The participants were given a writing pretest to verify their L2 writing homogeneity. Then, they went through 12 sessions of instruction. After the treatment, the participants received the writing posttest to measure the learners' development in L2 writing. One-way Analysis of Variance (ANOVA) revealed that the ENGAGE model more substantially impacted Iranian EFL learners' overall L2 essay writing skills than the TBLT. ELT professionals, curriculum designers, English teachers, and learners can utilize the study's findings to solve linguistic and metalinguistic problems.