Using Littlejohn's (2011) task analysis sheet, this study examined writing tasks in Iranian ELT textbooks developed by Iran's Ministry of Education since 1979 to see whether their underlying aspects reflected universal SLA principles. Almost all of the writing tasks were found to be writing‐as‐a‐means type engaging the students with aspects of language other than the writing itself. Also, the textbooks relied heavily on mechanical writing drills to practice certain structures thereby lagging behind SLA research and practice. Moreover, interviews with one key official and one ELT material developer attested to the lack of any ELT‐specific documents for material development. It is recommended that L2 writing pedagogy in Iran and similar contexts needs to be reevaluated in the light of more recent breakthroughs in writing scholarship.

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