Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students' writing self-efficacy and their cognitive, behavioral, and emotional engagement.…

Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a…

The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background…

Background Study: The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third-grade elementary students' descriptive narrative creative writing within technology-enhanced learning environments. The use of digital tools, such as writing…

Problems in developing writing often comes from creative processes in developing ideas to write. Outlines are often recommended as a tool to help students organize their thoughts and structure their writing. This study aims to find out students' perceptions and the challenges the students encountered when writing an exposition text using provided…

The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data.…

This study compared English L2 writers' (N =111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants' integrated essays were scored…

This study sought to examine the pre-task planning and post-task revising practices of adults with low literacy and how those practices affect overall writing quality. Seventy-six adults with low literacy composed essays in response to a prompt and were given time for pre-task planning and post-task revising. Results showed that participants with…

Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text-chat vs. face-to-face [FTF] discussion, etc.). Recent meta-analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning…

We examined the efficacy of a combined electronic essay writing and editing mnemonic driven strategy with 24 college students in a two-year postsecondary program for students with developmental disabilities. We used a pre-posttest experimental design with random assignment to treatment/control groups. During 26 sessions each consisting of 50 min.,…

As a reflection of the value attached to interaction in L2 learning, pair and small-group activities have been integrated into different phases in the writing process. Focusing specifically on peer interaction during the planning and revision phases, this "In the Classroom" study explores the relationship between peer interaction and…

Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However,…

This research was aimed at fostering students' idea generating abilities via the implementation of pre-writing strategies. The study adopted an action research design. The first phase involved problem identification and causes of the problems through focus group discussion and classroom observation. After identifying the challenges, systematically…

Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex…

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the…