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Probing the Effect of Cognitive and Social Cognitive Approaches
 on Iranian EFL Learners' Writing Fluency

The present study explored the effects of cognitive (process) and social cognitive (post process) writing approaches on the writing fluency of Iranian EFL learners. The subjects were college level learners selected based on Oxford Placement Test (OPT). They were taught according to conventional, cognitive and social cognitive approaches. The study had a comparison group design where writing composition was assigned at both pre and post treatment stages. It followed a mixed method research design in gathering the data. To gain learners' perception on their own writing strategies and skills, a questionnaire was used at both pre and post treatment stages. The questionnaire aimed at probing the possible changes in the learners' adoption of certain writing strategies and skills. It was concerned with the adoption of certain writing strategies that led to the fluency in writing. The result indicated a more significant change in process group than in others. The other part of the study was concerned with the potential changes in the learners' writing fluency through compositions assigned at both pre and post treatment stages. To analyze the data, the study followed a method introduced by Robb, Ross and Shortreed (1986), which used total words and total clauses to measure writing fluency. The analysis of data through ANOVA and samples t-tests showed a significant difference in the performance of the groups. Moreover, it showed that the subjects in process writing group had a better performance in their writing fluency than the other two groups. 
Keywords: Process writing approach, Post process writing approach, Product writing approach, writing fluency.