Research strategies over the last decade have predominantly focused on situated English learning in a conventional classroom setting. The students' use of strategy to enhance writing skills in online learning has received little attention. This study explores how the Situated Learning (SL) approach affects EFL Saudi student writing tasks in which an experimental research comparison has been conducted between two groups of Saudi students learning English at Qassim and Bisha Universities. The experiment included a comparison between one control group (n=10), that received conventional written lectures, and one experimental group (n=10) received the similar treatment by conducting their courses through a virtual online learning environment. The five-phase training-technology design framework for researchers included: (1) analysis, (2) design, (3) production, (4). Experiments, and (5) utilization and growth. Measuring strategies included: (a) essential communication capabilities during testing, (b) a self-efficient curriculum plan, and (c) e-portfolio curricular evaluation. The results showed that the virtual language experience based on tasks improved participants' practical English writing skills and that the SL for participants' automated technology was much higher than the control group level. This paper provides suggestions and concluding remarks for the development of English language learning (ELL) by utilizing artificial worlds in real and SL settings.