recent years have witnessed an increased attention to form focused instruction and consciousness raising activities (ellis, 2002; doughty & williams, 1998) on the one hand and extensive and meaningful exposure to the target language (klapper & rees, 2003; day & bamford, 1998) on the other. due to significance attributed to above mentioned issues by scholars, this study attempted to bridge them and investigate the impact of consciousness raising activities in extensive reading on iranian efl learners writing accuracy. hence this study investigated the impact of consciousness raising tasks added to extensive reading on the learners accuracy in writing in terms of proper use of references (personal pronouns, demonstratives). the participants of this study, totally 147 including 55 males and 92 females, were from marefat language institute in tehran, iran, who were studying at the beginner level. they were arranged into three groups: two experimental groups and a comparison group. all three groups took part in an extensive reading program and read at least five storybooks supplemented by two different consciousness raising activities for each experimental group. two sets of tests, a grammar test (that had been devised and validated prior to the start of the experiment) and a writing test, were administered to both experimental groups and comparison group as the pre and post tests. using a one way anova, it was revealed that there were significant differences between the mean scores of the comparison group and the experimental groups on the post-test which clearly support the proposition that incorporation of consciousness raising activities in extensive reading improves learners’ writing accuracy in terms of references including pronouns and demonstratives.