SUMMARY
The results of the previous studies indicate that no consensus exists on either the attitudes towards EFL writing or the factors that affect these attitudes. In addition, the studies mainly focused on the attitudes of language learners, rather than teachers. Thus, the present study aims to investigate the attitudes of pre-service teachers towards writing in English as a foreign language and the relationship between their attitudes and certain variables. A background questionnaire and a scale intending to measure the attitudes were administered to a sample group of 162 pre-service teachers of English. The collected data were used to provide a descriptive and correlational analysis. The results of the study indicated that pre-service teachers mainly have positive attitudes towards writing in English as a foreign language. Furthermore, it was found that age, gender, educational background and language proficiency significantly correlate with some statements in the scale.