Recent research has shown the need for activities that provide an environment for students to focus their attention on both form and meaning. Dictogloss, introduced by Wajnryb in1990, can be considered as a way for integrating form and meaning in the learning context. This study investigated the effect of dictogloss on Iranian EFL learners' general writing skill. The participants receiving a pre-test and post-test were divided into equal groups in the form of experimental and control group, but only the former received taskbased instruction while the latter was exposed to the mainstream of controversial instruction. Going through rigorous and multiple statistical analyses such as data normality check, instrument validation and running mainly certain parametric statistics, the study revealed two distinctive manifestations: integrative and discrete. Integratively, the treatment affected positively the participants' general writing ability, however, discretely the effects on the organization and mechanics were positive, while content, usage and vocabulary dimensions of their writing were not much affected. Index Terms-dictogloss, writing skill, writing component I. INTRODUCTIONLanguage teaching and learning have gone through a transient pass. It has reached to the point that more communicative approaches and techniques are used. However, Pica (2000) indicates that neither traditional methods nor more recent, communicative approaches, used alone, have been able to address the scope and level of English proficiency required for participation in today"s global community. It seems plausible to integrate both. Moreover, as cited in Nassaji (2000,p.242) "many second language acquisition researchers now argue that exposure to language is not enough (

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