Abbas Abbasi

This study examined the effect of source text type on the final written product in integrated writing assessment among intermediate Iranian EFL learners and identified the easiest and most difficult genres for them. To achieve this goal, fifteen intermediate Iranian EFL learners (N = 15) participated in integrated writing tasks based on four source text genres: argumentative, cause and effect, explanatory, and problem–solution. The written products were assessed using an analytic scoring rubric. For data analysis, descriptive statistics, the Friedman test, and subsequently the Wilcoxon test with Bonferroni correction were employed. The findings revealed a statistically significant effect of the source text genre on the learners’ integrated writing performance. The highest scores were obtained in the argumentative genre and the lowest in the problem–solution genre, indicating significant differences among the genres.Overall, the results suggest that the type of genre plays a significant role in integrated writing performance, and that genre familiarity and cognitive complexity are key factors influencing the quality of learners’ written products.