This classroom-based study explores how varying instructions for a single writing task enhanced student engagement among intermediate EFL learners. Instead of altering the core activity—writing an opinion essay on fast fashion—the teacher modified instructions by assigning distinct framing angles, such as writing from the viewpoint of a designer, consumer, or environmentalist. Despite working on the same task, learners demonstrated significantly higher interest, motivation, and output quality when given varied perspectives. Data collected from classroom observation, task completion, and student reflections showed near-total participation. The findings highlight that instructional variation is a simple yet effective tool for activating diverse learners and fostering ownership in writing.

Differentiated instruction, EFL engagement, writing tasks

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