Abstract

Objectives: The purpose of this paper is to systematically review the existing EFL writing studies in Iraq, focusing on their methodologies, findings, and contributions, while analysing the implications for teaching practice. Methods: This study analyses 46 studies published from 2010 onwards, categorizing them into five primary domains: teaching strategies and interventions, writing challenges faced by learners, error analysis, factors influencing writing performance, and written corrective feedback. A rigorous inclusion criterion was applied to ensure diverse methodological approaches. Findings: The analysis reveals that the predominant focus is on teaching strategies, with 18 studies contributing to this area, followed by challenges encountered by learners (9 studies) and error analysis (8 studies). Limitations include small sample sizes, reliance on self-reported data, and methodological constraints. Research implications: The findings suggest that there is a need for future research to address these limitations and expand upon the areas of writing challenges and corrective feedback, which remain underexplored.