The current study explores whether form-focused instruction with different timing and availability conditions can be used with repetitive writing tasks to enhance grammatical accuracy and fluency. Sixty-one intermediate English as a foreign language (EFL) learners performed three text reconstruction tasks: Task 1, Repeat Task, New Task, and Delayed Task. At the repeat performance, participants received either no explicit instruction (EI) (control), pre-writing EI (pre-EI), pre-writing EI also available during task enactment (pre + online-EI) or post-writing EI (post-EI). The results revealed that task repetition in the control group and to a greater extent in the experimental groups led to enhanced written accuracy and fluency. Concerning accuracy, the pre + online-EI group outperformed all other groups and showed a gradual decrease subsequently. In contrast, the pre-EI and post-EI groups were not found to be different and their enhanced repeat performance declined sharply afterwards. Written fluency flourished and was maintained in the post-EI group followed by the pre-EI and control groups. There were no significant changes in the pre + online-EI learners' written fluency.