This study examines the efficacy and motivational implications of the word-count tracking strategy as a viable teaching strategy for improving writing output among Saudi EFL undergraduates. An intensive writing program was conducted at the English Department Al-Majmaah University with two groups who were taught through two different approaches. The experimental group took a writing session once a week (for six weeks) with the word-count tracking strategy besides their regular credit hours writing classes, while the control group also took a weekly writing session along with regular classes in which students were taught through conventional approach without the word-count tracking strategy. The main hypothesis was that the experimental group would achieve a higher mean score than the control group after the implementation of the word-count tracking strategy. The difference between the mean score of the pre-test and post-test of the experimental group and the control group was found statistically significant at p<0.05. The experimental group, despite achieving a lower mean score in the pre-test, made a 48.51% improvement in the post-test, while the control group showed only 20.33 % output increase. A questionnaire was also administered at the end of the study to evaluate students' perception of the wordcount tracking strategy, the writing program, and their overall motivational level. Students had an overall positive perception of the strategy and believed that the writing program based on the word-count tracking strategy had enhanced their writing fluency as well as their motivation to participate more and more in such writing activities. The study recommends the word-count tracking strategy as a viable quantitative writing improvement strategy for implementation in EFL classes.