The ability to produce written language is difficult. Coordination of a number of component sub-skills is required. This study looked at how task difficulty affected grammatical precision in narrative written speech. Additionally, it was an effort to investigate how language competency among male and female Iranian Learners affected grammatical correctness. For this purpose, 60 intermediate learners were selected from among learners at Kish Institute in Sari. They were split into two groups of 30 people each. Basic writing activities were required of one set of 30 students (15 high proficiency and 15 low proficiency), whereas difficult tasks were required of the other group. An analysis of Variance (ANOVA) was performed to examine the data after data collection. The results showed a considerable difference between the two groups, with learners in complicated activities performing better than those in simple tasks. Additionally, the results demonstrated that although high-competence learners consistently achieved higher scores across all groups, there was generally no discernible relationship between language proficiency and grammatical precision. The study's findings can be used by instructors and those who create instructional materials.

Task, complexity, accuracy, narrative written discourse