Abstract This thesis investigates EFL learners’ written output in terms of fluency and accuracy in online and face-to-face contexts. The study employed an explanatory mixed methods research design, where 30 Iranian B.A. students of English Literature participated in both online and face-to-face writing tasks. The participants, aged between 19 and 20, were selected through convenience sampling from the state university of Mazandaran in Iran. The research design follows an explanatory mixed-methods approach, combining quantitative and qualitative methods to provide a comprehensive understanding of the research topic. The results of the study indicate that the participants' written output in the face-to-face context exhibited higher levels of accuracy and fluency compared to the online context. In terms of accuracy, participants demonstrated fewer grammatical errors, spelling mistakes, and punctuation errors in their face-to-face writing tasks. They displayed a better grasp of appropriate vocabulary usage, sentence clarity, and precision during face-to-face context. Furthermore, the participants showcased greater fluency in the face-to-face context, as evidenced by their ability to write at a faster pace, maintain coherence and cohesion of ideas, effectively use transitional words and phrases, and demonstrate a more complex sentence structure. The real-time interaction available in face-to-face communication appeared to contribute to the participants' enhanced fluency. These findings suggest that the face-to-face context in terms of fluency and accuracy provides certain advantages for writing tasks, allowing participants to produce more accurate and fluent written output.
