This study examines the integration of Form-Focused Instruction (FFI) and the Discovery Approach, termed the Form-Focused Discovery Approach (FFDA), for enhancing EFL writing skills in Saudi university students. Conducted with sixty female fourth-year students at King Khalid University, the research divided participants into experimental and control groups, with the former taught using FFDA and the latter following traditional methods. The FFDA involved tasks encouraging exploration, questioning, and analysis of literary texts, aimed at engaging students in grammar, organization, word choice, and mechanics through active, student-centered learning.
The results indicated that the experimental group outperformed the control group in overall writing skills, particularly in grammar, word choice, mechanics, and organization. While slight improvements were observed in coherence and style, these were not statistically significant. The study’s findings support that the FFDA enhances students' ability to analyze language forms and integrate them into coherent written expression. However, additional practice is recommended for style and coherence. This research underscores the effectiveness of FFI combined with discovery-based tasks, suggesting that such integrative approaches can foster writing skill development in EFL learners.