The present study aims at finding out the effect of word association activities strategy on Iraqi EFL pupils’ writing. It is hypothesis that : There is a statistically significant difference between the mean scores of the control group, who are taught by to the conventional method and the mean scores of the experimental group who are taught by Word association activities in the post writing test .To achieve the aims and verify the hypotheses the Nonrandomized experimental group pretest and posttest design has been chosen. The pupils have been taught during the academic year 2023-2024 . A sample consists of ( 60 ) pupils in fifth stage at AL-Barudy Preparatory School for Girls distributed into two groups. Group (A) represents experimental group that includes ( 30 ) pupils are taught according word association activities . Group (B) represents control group which also includes (30) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from Educational level of parent, English grades achievement in previous schooling year , and the pretest of both groups. A unified posttest which contains six questions are designed to collect data . Face and content validity have been attained . The Items have been analyzed statistically , the discrimination power and difficulty level for each items have been calculated . Thus, the whole sample has been exposed to post- writing test . The data collecting from results of the posttest have been analyzed statistically by using T- test of two independent samples. According to the results, there is a statistically significant difference in the mean scores of the experimental group who is taught according to word association activities and the control group who is taught by using the traditional method. Based on the results and obtained conclusions in this study, suitable recommendations and suggestions for further studies are put forward.